DEVELOPING SPEAKING SKILLS THROUGH A GAME-BASED APPROACH FOR ARCHITECTURE STUDENTS IN THE ESP CONTEXT

Authors

  • Akhmadaliyeva Dildora Rakhitdinovna Doctoral Student, Namangan State Institute of Foreign Languages Uzbekistan

DOI:

https://doi.org/10.55640/

Keywords:

game-based learning, speaking competence, ESP, architecture students, gamification, oral communication, communicative approach, English for Specific Purposes, interactive tasks, professional discourse

Abstract

This study investigates the effectiveness of a game-based approach in developing speaking competence among architecture students within the framework of English for Specific Purposes (ESP). While many ESP courses remain focused on grammar and translation, students in technical disciplines often lack opportunities to practice spoken English in meaningful professional contexts. To address this gap, the present research integrates gamification techniques into ESP speaking instruction, aiming to enhance learners’ motivation, engagement, and oral communication skills.

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References

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Published

2025-06-23

Issue

Vol. 4 No. 5 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

DEVELOPING SPEAKING SKILLS THROUGH A GAME-BASED APPROACH FOR ARCHITECTURE STUDENTS IN THE ESP CONTEXT. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(5), 1053-1057. https://doi.org/10.55640/

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