COLLABORATIVE EXERCICES AND CEFR COMPETENCIES: CORRELATION AND OUTCOME ANALYSIS

260 COLLABORATIVE EXERCICES AND CEFR COMPETENCIES: CORRELATION AND OUTCOME ANALYSIS Mamataliyeva Xulkaroy Murodjonovna, Oriental Universiteti, Tillar-2 kafedrasi katta oʻqituvchi hulkar909[email protected]om Abstract. A scientific and theoretical analysis of the interrelation between collaborative exercises and CEFR competencies are provided in this article. The study involved experimental and control groups to test the effectiveness of the collaborative approach in developing language skills. The results revealed that group-based activities demonstrated higher efficiency compared to traditional methods in improving listening, speaking, reading, and writing competencies. The article also highlights the role of collaborative methods in the implementation of CEFR requirements within the educational policy of Uzbekistan. Keywords: Collaborative approach, CEFR, competence, communicative method, English language, cooperative learning, interactive exercises. Annotatsiya. Ushbu maqolada kollaborativ mashqlar va CEFR kompetensiyalarining oʻzaro bogʻliqligi ilmiy-nazariy jihatdan tahlil qilinadi. Tadqiqot davomida eksperimental va nazorat guruhlari ishtirokida tajribalar oʻtkazilib, kollaborativ yondashuvning til koʻnikmalarini shakllantirishdagi samaradorligi isbotlandi. Natijalar shuni koʻrsatdiki, jamoaviy mashqlar tinglash, gapirish, oʻqish va yozish kompetensiyalarini rivojlantirishda anʼanaviy metodlarga qaraganda kollaborativ yondashilgan guruhlar yuqori natija berdi. Maqolada shuningdek, Oʻzbekiston taʼlim siyosatida CEFR talablarini joriy etish jarayonida kollaborativ metodlarning tutgan oʻrni ham yoritilgan. Kalit soʻzlar: Kollaborativ yondashuv, CEFR, kompetensiya, kommunikativ metod, ingliz tili, hamkorlikda taʼlim, interfaol mashqlar. In todayʼs era of globalization, learning foreign languages is recognized as an integral factor for personal development, professional success, and international integration. English has taken on the status of a “global communication tool” and holds a priority role in the education process worldwide. To ensure effectiveness in the process of teaching a foreign language, it is necessary to increase student engagement, prepare them for real-life communication, and apply modern approaches. The Common European Framework of Reference for Languages (CEFR), developed by the Council of Europe, is widely used as a universal standard for developing and assessing general competencies in language teaching. This system classifies language learners from A1 to C2 levels and provides specific recommendations regarding the four primary language skills: listening, reading, speaking, and writing. The collaborative approach is considered an effective means of developing CEFR competencies in the educational process. Through collaborative exercises, students learn to work in teams, exchange ideas, and be active in communication. Vygotskʼs (1978) theory of the “Zone of Proximal Development” also emphasizes that the process 261 of acquiring knowledge is more effective when conducted in collaboration. 1 This approach is also given special attention in Uzbekistanʼs education policy. In particular, the presidential decree PQ–5052, dated April 6, 2021, outlines the tasks of introducing communicative and interactive methods in foreign language teaching and establishing an assessment system that meets CEFR requirements. Therefore, it is considered urgent to scientifically and theoretically investigate the interrelation of collaborative exercises and CEFR competencies. In the experimental group, classes were conducted based on collaborative exercises (Jigsaw, Think–Pair–Share, Role Play, Group Presentation). In the control group, however, traditional grammar-translation and individual exercises were used. The following indicators were chosen as assessment criteria in accordance with CEFR requirements: listening comprehension, oral communication, written speech, reading. Throughout the experiment, results were analyzed through entry and final tests, student questionnaires, and observation tables. The results of the experiment indicated that the experimental group, which was taught based on a collaborative approach, significantly improved their CEFR competencies.1. Listening comprehension: A 32% increase was observed in the experimental group. Students managed to understand and rephrase the main ideas by listening to their peersʼ speech. In the control group, the increase was 14%.2. Speaking: The oral communication indicators improved by 41% in the experimental group. Students actively participated in discussions, role-playing, and group presentations. In the control group, this indicator was 17%.3. Reading: The ability to analyze texts and identify the main idea was developed through “Jigsaw reading” exercises. A 29% increase was noted in the experimental group, while the control group experienced a 12% increase.4. Writing: The skills of expressing written speech improved by 24% through group essays and project reports. In the control group, this indicator was 9%. The results show that collaborative exercises are more effective in developing CEFR competencies than traditional methods. The reasons for this are as follows: - Interactivity: Students participate in the lesson not just as passive knowledge receivers but as active interlocutors. - Motivation: The process of working in a group increases studentsʼ responsibility and competition. - Competency harmony: Collaborative exercises simultaneously develop listening, speaking, reading, and writing skills. - International experience: Jacobs and McCafferty (2006) research also emphasizes that the collaborative approach significantly develops social and communicative competencies in learning a second language. 2 The introduction of CEFR criteria in Uzbekistanʼs education policy (PQ-5052 decision, 2021) also confirms the necessity of widely using collaborative methods. 3 Additionally, the principle of “learning to live together” established by UNESCO 1 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 2 Jacobs, G. M., & McCafferty, S. G. (2006). Connections between cooperative learning and second language learning and teaching. Cambridge University Press. 3 Decree of the President of the Republic of Uzbekistan No. PQ-5052 “On additional measures to further improve the system of learning foreign languages” (May 19, 2021). 262 (1996) further strengthens the theoretical basis of this approach. 1 The collaborative approach and CEFR competencies are directly interconnected and create synergy in an effective educational process. The research shows that: - Collaborative tasks develop interactivity and independent thinking in students. - CEFR competencies – listening comprehension, speaking, reading, and writing are effectively formed. - Students become prepared to use the language in real-life situations. Therefore, widely applying a collaborative approach in teaching English, preparing teachers methodologically, and developing assessment criteria based on CEFR are considered urgent tasks. References 1. CEFR. Common European Framework of Reference for Languages. Council of Europe, 2001. 2. Harmer J. The Practice of English Language Teaching. Pearson Education, 2015. 3. Richards J. C., Rodgers T. S. Approaches and Methods in Language Teaching. Cambridge University Press, 2014. 4. Vygotsky L. Mind in Society. Harvard University Press, 1978. 5. Decision No. PQ–5052 of the President of the Republic of Uzbekistan, April 6, 2021. 6. Littlewood W. Communicative Language Teaching: An Introduction. Cambridge University Press, 1981. 7. Brown H. D. Principles of Language Learning and Teaching. Longman, 2007. 8. Jalolov J. Methodology of Teaching Foreign Languages. Tashkent: Oʻqituvchi, 2012. 9. Jacobs G., McCafferty S. The Collaborative Approach to Second Language Learning. Springer, 2006. 10. UNESCO. Learning: The Treasure Within. Paris, 1996. 1 UNESCO. (1996). Learning: The treasure within (Report to UNESCO of the International Commission on Education for the Twenty-first Century). Paris: UNESCO Publishing.