The Impact of “Gallery Walks” Project-Based Learning Strategy on Speaking Achievement and Self-Confidence at Universitas PGRI Palembang

Abstract

This research examines the effect of the project-based learning strategy known as the "gallery walk" on the speaking achievement and self-confidence of English majors at PGRI University in Palembang who possess varying levels of proficiency. Assessing the effect of learning strategies on speaking achievement, this study employed a quasi-experimental design focusing on students with high and low self-confidence. Diversely capable students will be categorized into groups according to their self-assurance in this study. Their confidence in speaking abilities was evaluated using qualitative data gathered through questionnaires and pre- and post- assessments. PjBL enhances students' speaking abilities and self-assurance in various ways, according to the findings of this study. Improvements are influenced by each facet of both speaking proficiency and self-assurance. Fluency, vocabulary, grammar, comprehension, and speaking achievement significantly impact performance. Moreover, cause-and-effect attribution and anxiety regarding language usage are factors that significantly impact self- confidence. In contrast, neither self-efficacy nor perceived L2 competence significantly influenced the students' confidence.