This mixed-methods study examines how structured collaborative learning strategies affect speaking development among B1–B2 EFL learners in a tertiary Uzbek context. Grounded in sociocultural theory and interactionist perspectives on second language acquisition (SLA), the eight-week intervention integrated varied collaborative tasks (jigsaw, problem-solving, role-play, dialogue reconstruction, and project-based speaking). Quantitative methods comprised pre–post standardized speaking assessments scored on fluency, accuracy, lexical complexity, pronunciation, and communicative competence (n = 40). Qualitative data included systematic classroom observations, audio-recorded interactional samples, and learner reflective journals. Statistical analysis (paired t-tests; effect size calculations) revealed significant gains across all speaking dimensions (overall gain Cohen’s d = 1.02). Thematic analysis of qualitative data produced three principal themes: (1) increased willingness to communicate and lowered speaking anxiety; (2) development of strategic competence through peer scaffolding; (3) transfer of autonomous speaking practices beyond controlled tasks. Findings suggest that scaffolded collaborative tasks mediate learners’ movement through the Zone of Proximal Development (ZPD), yielding measurable gains in oral proficiency. Pedagogical implications for curriculum design and teacher training in Uzbek EFL contexts are discussed, along with limitations and directions for longitudinal research.
Khulkaroy Murodjonovna Mamatalieva (Fri,) studied this question.