Problem-based learning in the speaking skill in learners of English

Abstract

The need for English learners to use the target language inside and outside of the institution has motivated the undertaking of the present study "problem-based learning in oral skills" in students of the tenth grade of general education at Unidad Educativa Huachi Grande, in the second semester of the academic year 2017-2018. A quasi-experimental field research was conducted with a qualitative and quantitative approach, in which 75 students were part of the experimental group and 70 students formed the control group. Test Training B, speaking part, was applied to establish the level of oral communication of students at the beginning and at the end of the investigation. Furthermore, a checklist was used to determine the use of Problem-Based Learning strategies. Test Training B was applied in two phases: as a pre-test and post-test with the two groups, experimental and control. The hypotheses were checked using the Student T-Test. The results showed that there was a positive impact on students and there was an improvement in oral ability attributable to the use of the Problem-Based Learning strategies. Students had the opportunity to use the language in a fluid, active, collaborative and authentic way. In applying the study, a guide of six Problem-Based Learning activities was made. These activities were based on the text A2.1, authorized by the Ministry of Education for the development of the oral skills of English learners. It is recommended that further research be conducted into the implementation of PBL strategies with high school students in order to maximize the potential impact on this key skill area.