Problem-based learning and its influence in the oral skills
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Date
2023-06
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Abstract
Description
Problem-Based Learning (PBL) is a student-centered method in which students strive
to solve everyday problems in a collaborative environment. It requires the use of
students’ thinking skills, which imply the assimilation, reflection and internalization
of knowledge to foster effective linguistic skills particularly in the oral skills due to
students are unable to speak and use language in real life situations. Therefore, this
study aims to analyze the influence of Problem-Based Learning strategies on students'
speaking skills. The research was conducted using quasi-experimental design, with the
implementation of a pretest and a posttest control group design, which was conducted
at Alfonso Laso Bermeo High School with second-year students sublevel Bachillerato.
The research used a non-probabilistic sample consisted of 30 students in the
experimentalgroup and 32 students in the control group. Data were obtained through
the parameters of the Preliminary English Test level B1 (PET) related to the speaking
section regarding the dimensions of grammar and vocabulary, discourse management,
pronunciation, and interactive communication. The results showed that the post-test
average score of students' oral skills in the experimental class using the PBL model
was higher than the control class without the PBL model at the beginning and after
applying the intervention. It could be inferred that the activation of this approach
allowed students to be more productive for communicating their thoughts or ideas.
Therefore, the PBL learning model represented an educational method that
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considered real world problems like an important context to achieve abilities to solve
them. In conclusion, the results have shown that PBL had influence in the students’
enhancement in their oral production; especially in essential subskills such as
pronunciation, grammar and vocabulary, and interactive communication because it
provoked significant group discussions where students applied the PBL process as a
mental activation and reflection while providing their own experience in solving
problems.
Keywords
ROBLEM-BASED LEARNING, IMPROVEMENT, ORAL, SKILLS, INTERVENTION, INTERACTION