HANDLING CONFLICTS IN ENGLISH SPEAKING-FOCUSED PROJECT-BASED LEARNING: INSIGHTS FROM LOW-ACHIEVING STUDENTS

This study explored how low-achieving students in Vietnam manage group conflicts during project-based learning (PBL) speaking courses and how teachers can support them. A mixed methods approach was used, including a questionnaire (n = 48) and follow-up group interviews. Data were analyzed using the Thomas-Kilmann conflict management model. The findings showed that low-achieving students often preferred to solve conflicts through collaboration (47.9%) and compromise (27.1%). Few chose competing or avoiding as their first-choice strategies. However, when their first approach did not work, some students, especially male, switched to more assertive or avoidant strategies. A Chi-square test revealed a significant relationship between gender and the subsequent conflict management choice (p = 0.035). Although many students tried to deal with problems on their own, they believed that teacher support was important when conflicts became serious or affected group performance. Students suggested that teachers could help by providing basic training in conflict management, regularly checking in with groups, and allowing private ways of reporting problems. These findings suggest that low-achieving students may need more support in group work, especially when they lack confidence or communication skills. Teachers play a key role in guiding conflict resolution and creating a respectful classroom environment that encourages active participation from all students.