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COLLABORATIVE EXERCICES AND CEFR COMPETENCIES:
CORRELATION AND OUTCOME ANALYSIS
Mama aliye a Xulka oy Mu odjono na,
O ien al Uni e si e i, Tilla -2 ka ed asi ka a oʻqi u chi
hulka 909[email p o ec ed]om
Abs ac . A scien i ic and heo e ical analysis o he in e ela ion be ween
collabo a i e exe cises and CEFR compe encies a e p o ided in his a icle. The s udy
in ol ed expe imen al and con ol g oups o es he e ec i eness o he collabo a i e
app oach in de eloping language skills. The esul s e ealed ha g oup-based ac i i ies
demons a ed highe e iciency compa ed o adi ional me hods in imp o ing
lis ening, speaking, eading, and w i ing compe encies. The a icle also highligh s he
ole o collabo a i e me hods in he implemen a ion o CEFR equi emen s wi hin he
educa ional policy o Uzbekis an.
Keywo ds: Collabo a i e app oach, CEFR, compe ence, communica i e me hod,
English language, coope a i e lea ning, in e ac i e exe cises.
Anno a siya. Ushbu maqolada kollabo a i mashqla a CEFR
kompe ensiyala ining oʻza o bogʻliqligi ilmiy-naza iy jiha dan ahlil qilinadi. Tadqiqo
da omida ekspe imen al a nazo a gu uhla i ish i okida aj ibala oʻ kazilib,
kollabo a i yondashu ning il koʻnikmala ini shakllan i ishdagi sama ado ligi
isbo landi. Na ijala shuni koʻ sa diki, jamoa iy mashqla inglash, gapi ish, oʻqish a
yozish kompe ensiyala ini i ojlan i ishda anʼana iy me odla ga qa aganda
kollabo a i yondashilgan gu uhla yuqo i na ija be di. Maqolada shuningdek,
Oʻzbekis on aʼlim siyosa ida CEFR alabla ini jo iy e ish ja ayonida kollabo a i
me odla ning u gan oʻ ni ham yo i ilgan.
Kali soʻzla : Kollabo a i yondashu , CEFR, kompe ensiya, kommunika i
me od, ingliz ili, hamko likda aʼlim, in e aol mashqla .
In odayʼs e a o globaliza ion, lea ning o eign languages is ecognized as an
in eg al ac o o pe sonal de elopmen , p o essional success, and in e na ional
in eg a ion. English has aken on he s a us o a “global communica ion ool” and holds
a p io i y ole in he educa ion p ocess wo ldwide. To ensu e e ec i eness in he
p ocess o eaching a o eign language, i is necessa y o inc ease s uden engagemen ,
p epa e hem o eal-li e communica ion, and apply mode n app oaches. The Common
Eu opean F amewo k o Re e ence o Languages (CEFR), de eloped by he Council
o Eu ope, is widely used as a uni e sal s anda d o de eloping and assessing gene al
compe encies in language eaching. This sys em classi ies language lea ne s om A1
o C2 le els and p o ides speci ic ecommenda ions ega ding he ou p ima y
language skills: lis ening, eading, speaking, and w i ing.
The collabo a i e app oach is conside ed an e ec i e means o de eloping CEFR
compe encies in he educa ional p ocess. Th ough collabo a i e exe cises, s uden s
lea n o wo k in eams, exchange ideas, and be ac i e in communica ion. Vygo skʼs
(1978) heo y o he “Zone o P oximal De elopmen ” also emphasizes ha he p ocess
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o acqui ing knowledge is mo e e ec i e when conduc ed in collabo a ion.
1
This
app oach is also gi en special a en ion in Uzbekis anʼs educa ion policy. In pa icula ,
he p esiden ial dec ee PQ–5052, da ed Ap il 6, 2021, ou lines he asks o in oducing
communica i e and in e ac i e me hods in o eign language eaching and es ablishing
an assessmen sys em ha mee s CEFR equi emen s. The e o e, i is conside ed u gen
o scien i ically and heo e ically in es iga e he in e ela ion o collabo a i e exe cises
and CEFR compe encies.
In he expe imen al g oup, classes we e conduc ed based on collabo a i e
exe cises (Jigsaw, Think–Pai –Sha e, Role Play, G oup P esen a ion). In he con ol
g oup, howe e , adi ional g amma - ansla ion and indi idual exe cises we e used.
The ollowing indica o s we e chosen as assessmen c i e ia in acco dance wi h CEFR
equi emen s: lis ening comp ehension, o al communica ion, w i en speech, eading.
Th oughou he expe imen , esul s we e analyzed h ough en y and inal es s, s uden
ques ionnai es, and obse a ion ables.
The esul s o he expe imen indica ed ha he expe imen al g oup, which was
augh based on a collabo a i e app oach, signi ican ly imp o ed hei CEFR
compe encies.1. Lis ening comp ehension: A 32% inc ease was obse ed in he
expe imen al g oup. S uden s managed o unde s and and eph ase he main ideas by
lis ening o hei pee sʼ speech. In he con ol g oup, he inc ease was 14%.2. Speaking:
The o al communica ion indica o s imp o ed by 41% in he expe imen al g oup.
S uden s ac i ely pa icipa ed in discussions, ole-playing, and g oup p esen a ions. In
he con ol g oup, his indica o was 17%.3. Reading: The abili y o analyze ex s and
iden i y he main idea was de eloped h ough “Jigsaw eading” exe cises. A 29%
inc ease was no ed in he expe imen al g oup, while he con ol g oup expe ienced a
12% inc ease.4. W i ing: The skills o exp essing w i en speech imp o ed by 24%
h ough g oup essays and p ojec epo s. In he con ol g oup, his indica o was 9%.
The esul s show ha collabo a i e exe cises a e mo e e ec i e in de eloping
CEFR compe encies han adi ional me hods. The easons o his a e as ollows: -
In e ac i i y: S uden s pa icipa e in he lesson no jus as passi e knowledge ecei e s
bu as ac i e in e locu o s. - Mo i a ion: The p ocess o wo king in a g oup inc eases
s uden sʼ esponsibili y and compe i ion. - Compe ency ha mony: Collabo a i e
exe cises simul aneously de elop lis ening, speaking, eading, and w i ing skills. -
In e na ional expe ience: Jacobs and McCa e y (2006) esea ch also emphasizes ha
he collabo a i e app oach signi ican ly de elops social and communica i e
compe encies in lea ning a second language.
2
The in oduc ion o CEFR c i e ia in Uzbekis anʼs educa ion policy (PQ-5052
decision, 2021) also con i ms he necessi y o widely using collabo a i e me hods.
3
Addi ionally, he p inciple o “lea ning o li e oge he ” es ablished by UNESCO
1
Vygo sky, L. S. (1978). Mind in socie y: The de elopmen o highe psychological p ocesses. Camb idge, MA: Ha a d
Uni e si y P ess.
2
Jacobs, G. M., & McCa e y, S. G. (2006). Connec ions be ween coope a i e lea ning and second language lea ning
and eaching. Camb idge Uni e si y P ess.
3
Dec ee o he P esiden o he Republic o Uzbekis an No. PQ-5052 “On addi ional measu es o u he imp o e he
sys em o lea ning o eign languages” (May 19, 2021).
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(1996) u he s eng hens he heo e ical basis o his app oach.
1
The collabo a i e
app oach and CEFR compe encies a e di ec ly in e connec ed and c ea e syne gy in an
e ec i e educa ional p ocess. The esea ch shows ha : - Collabo a i e asks de elop
in e ac i i y and independen hinking in s uden s. - CEFR compe encies – lis ening
comp ehension, speaking, eading, and w i ing a e e ec i ely o med. - S uden s
become p epa ed o use he language in eal-li e si ua ions. The e o e, widely applying
a collabo a i e app oach in eaching English, p epa ing eache s me hodologically, and
de eloping assessmen c i e ia based on CEFR a e conside ed u gen asks.
Re e ences
1. CEFR. Common Eu opean F amewo k o Re e ence o Languages. Council
o Eu ope, 2001.
2. Ha me J. The P ac ice o English Language Teaching. Pea son Educa ion,
2015.
3. Richa ds J. C., Rodge s T. S. App oaches and Me hods in Language Teaching.
Camb idge Uni e si y P ess, 2014.
4. Vygo sky L. Mind in Socie y. Ha a d Uni e si y P ess, 1978.
5. Decision No. PQ–5052 o he P esiden o he Republic o Uzbekis an, Ap il 6,
2021.
6. Li lewood W. Communica i e Language Teaching: An In oduc ion.
Camb idge Uni e si y P ess, 1981.
7. B own H. D. P inciples o Language Lea ning and Teaching. Longman, 2007.
8. Jalolo J. Me hodology o Teaching Fo eign Languages. Tashken : Oʻqi u chi,
2012.
9. Jacobs G., McCa e y S. The Collabo a i e App oach o Second Language
Lea ning. Sp inge , 2006.
10. UNESCO. Lea ning: The T easu e Wi hin. Pa is, 1996.
1
UNESCO. (1996). Lea ning: The easu e wi hin (Repo o UNESCO o he In e na ional Commission on Educa ion
o he Twen y- i s Cen u y). Pa is: UNESCO Publishing.
