Abstract

This study explores aims at explaining the process of the application of Project-Based Learning (PBL) to enhance ESL students’ speaking skills through an action research approach and then receiving the learners’ feedback. The research followed a cyclical action research process including planning, implementation, observation, and reflection over one academic semester. Data were collected using speaking tests, classroom observations, questionnaires, and interviews, and were analyzed through descriptive statistics and qualitative analysis. Students participated in collaborative, speaking-focused projects that required authentic language use. The results show noticeable improvements in students’ speaking fluency, accuracy, confidence, and classroom participation. The study concludes that Project-Based Learning is an effective instructional approach for improving ESL students’ speaking skills.

Keywords: Action research, communicative competence, ESL students, Project-Based Learning, speaking skills.