Cultivating L۲ Speaking, Willingness to Communicate, and Critical Thinking through Technology-Enriched Problem-Based Learning (PBL)

Problem-Based Learning (PBL) is a teaching and learning method that is based on the utilization of real-world problems as a vehicle for learners’ acquisition of notions and principles. Despite the significant contributions of the PBL in general education, its application in L۲ pedagogy has been neglected. Accordingly, this study attempted to examine the effect of a technology-enriched PBL program on L۲ learners’ speaking, willingness to communicate (WTC), and critical thinking (CT) skills on a sample of ۶۰ upper-intermediate to advanced EFL learners in two equal-sized groups of ۳۰; an experimental and a control group. A speaking test, a WTC questionnaire, and the California Critical Thinking Skills Test (CCTST) (۲۱۸۰ version) were used as pre and post-tests. During the treatments, the experimental group was given some of the real-world problems such as global warming, Covid-۱۹ pandemic, and so forth and they were required to watch and listen to some podcasts, videos, newspapers columns and editorials, and online live broadcasts before the class and then try to provide solutions for the problems. In the control group, the students only received some reading texts about those problems and they were not to propose any solutions. Results of the one-way ANCOVA revealed that experimental group learners’ speaking, WTC, and CT skills significantly improved. These findings imply that L۲ teachers and learners can take full advantage of the efficiencies of technology-enriched PBL in improving their L۲ speaking, WTC, accompanied by CT skills that are related to oral and communicative skills.

کلیدواژه ها:

Critical Thinking ، L۲ Speaking ، Problem-Based Learning (PBL) ، Technology-Enriched PBL Willingness to Communicate (WTC)