Problem-based learning and its influence in the oral skills

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dc.contributor.advisorParra Gavilánez, Lorena Fernanda
dc.contributor.authorSimbaña Chicaiza, Silvia Verónica
dc.date.accessioned2023-07-03T16:35:41Z
dc.date.available2023-07-03T16:35:41Z
dc.date.issued2023-06
dc.descriptionProblem-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 xii 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.es_ES
dc.identifier.urihttps://repositorio.uta.edu.ec/handle/123456789/38841
dc.language.isoenges_ES
dc.rightsopenAccesses_ES
dc.subjectROBLEM-BASED LEARNINGes_ES
dc.subjectIMPROVEMENTes_ES
dc.subjectORALes_ES
dc.subjectSKILLSes_ES
dc.subjectINTERVENTIONes_ES
dc.subjectINTERACTIONes_ES
dc.titleProblem-based learning and its influence in the oral skillses_ES
dc.typemasterThesises_ES

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Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera