DEVELOPING SPEECH SKILLS IN NATIVE LANGUAGE LESSONS BASED ON COLLABORATIVE LEARNING TECHNOLOGIES
This article presents a theoretical analysis of developing students' speech skills through the use of collaborative learning technologies in
native language lessons. The relevance of the study is underscored by the need for students not merely to acquire linguistic knowledge in
native language education, but to apply that knowledge independently and appropriately in various communicative situations. The article
examines the content of native language education, didactic approaches, and the theoretical foundations of collaborative learning in an
interconnected manner. An analysis of scientific and methodological literature indicates that collaborative activity creates a natural
communicative environment for students to interact, exchange ideas, engage in question-and-answer sessions, substantiate their views, and
draw conclusions collectively. Furthermore, practical recommendations have been developed for utilizing activities such as "Jigsaw,"
"Think–Pair–Share," group discussions, role-play tasks, collaborative text creation, and peer editing in 5th and 6th-grade native language
lessons. The research findings demonstrate that organizing collaborative learning in a purposeful and systematic manner expands
methodological opportunities for developing students' oral and written speech skills.
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