THE ROLE OF PAIR AND GROUP WORK IN ENHANCING SPEAKING SKILLS OF ACADEMIC LYCEUM LEARNERS

Abstract

Developing students’ speaking skills remains one of the central objectives of English language teaching in academic lyceums, where learners are expected to achieve a higher level of communicative competence. However, many students experience difficulties in oral communication due to limited practice, lack of confidence, and teacher-centered classroom approaches. This article investigates the role of pair and group work in enhancing the speaking skills of academic lyceum learners. The study was conducted in an academic lyceum context and involved intermediate-level students who participated in a series of structured speaking activities designed for pair and group interaction. Qualitative and quantitative research methods were employed, including classroom observation, pre- and post-speaking assessments, and student questionnaires. The findings reveal that systematic use of pair and group work significantly improves students’ speaking fluency, accuracy, and confidence. Moreover, learners demonstrated increased motivation and active participation during speaking tasks. The results suggest that pair and group work create a supportive learning environment that encourages meaningful communication and reduces learners’ anxiety. The article concludes that integrating pair and group work into speaking lessons is an effective pedagogical strategy for developing oral communication skills in academic lyceum English classes and provides practical implications for English language teachers.