Using the Problem-Solution Approach to develop English Communication Skills in A2 Students

Abstract

In this research, the effect of utilizing the problem-solution method on teaching oral communication skills in the English language to A2 level learners in an EFL environment in Ecuador was assessed. To do this, a quasi-experimental approach consisting of 16 dental students from Riobamba was implemented. This project lasted 7 weeks (16 total contact hours) and utilized pre-and post-tests as well as Likert surveys and checklists to collect data on fluency, accuracy, pronunciation, engagement, and confidence. Results of this study indicated a significant increase in overall performance (from a mean 6.32 to a mean 7.65) with most increases occurring in relation to both engagement (24.72% increase) and confidence (26.38% increase). Additionally, students reported positive experiences when working collaboratively with other students to solve problems as well as improvements in critical thinking skills (e.g. highly responsible, reflective) and partial collaboration (e.g. need for more flexibility). In conclusion, the implementation of the problem-solution technique enhances oral fluency, independence, and collaboration among young A2 level learners and should be incorporated into traditional EFL classroom practices in order to create opportunities for more active learning.