EXPLORING THE IMPACT OF PEER FEEDBACK AND COLLABORATION ON IMPROVING SPEAKING PROFICIENCY IN ELEMENTARY SCHOOL LANGUAGE CLASSES

Egamberganova Gulnoza Ulug’bek kizi

EXPLORING THE IMPACT OF PEER FEEDBACK AND COLLABORATION ON IMPROVING SPEAKING PROFICIENCY IN ELEMENTARY SCHOOL LANGUAGE CLASSES

Authors

Egamberganova Gulnoza Ulug’bek kizi PhD Student of Tashkent State Pedagogical University named after Nizami

Keywords:

peer feedback, collaboration, led-instruction, teacher-centered, differenciated instruction, personalized, targeted feedback, interpersonal skills, role-play, communication bonds, empathy, self-confidence, peer-assessment, motivation, critical thinking, problem-solving skills, reducing anxiety, cultural awareness, competence, mindset, tailored instruction.

Abstract

This article investigates the impact of peer feedback and collaboration on improving speaking proficiency in elementary school language classes. During the learning process, developing oral skills is crucial for students to effectively communicate in the target language. Traditional teaching methods often focus on teacher-led instruction, but incorporating peer feedback and collaboration can offer valuable opportunities for students to enhance their speaking skills. Collaboration in language classes exposes students to diverse perspectives and ideas, enriching their understanding and appreciation of different cultures and viewpoints

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Published

2024-07-07

How to Cite

Egamberganova Gulnoza Ulug’bek kizi. (2024). EXPLORING THE IMPACT OF PEER FEEDBACK AND COLLABORATION ON IMPROVING SPEAKING PROFICIENCY IN ELEMENTARY SCHOOL LANGUAGE CLASSES. Web of Discoveries: Journal of Analysis and Inventions, 2(7), 5–8. Retrieved from http://webofjournals.com/index.php/3/article/view/1641