Improving EFL Students' Speaking Proficiency and Motivation: A Hybrid Problem-based Learning Approach

Abstract

The present study used a Hybrid Problem-Based Learning (H-PBL) approach for teaching a Speaking Course to the First-Year students of the English Department at Prince Sattam Bin Abdulaziz University, Saudi Arabia. Previous research has proved the currently inappropriate teaching approaches and the lack of motivation to be the most significant reasons for EFL students' poor speaking proficiency. The lack of motivation is due to the traditional, rigid and tedious teaching techniques adopted in speaking classrooms and partly due to the standardized curriculum of the speaking course where there is no scope for instructors to change their teaching approach or introduce new ideas in the curriculum. The H-PBL approach has been proved to be an effective model for teaching language skills; however, the existing literature still lacks an actual action plan or a methodology to introduce this approach as a pedagogical remedy for motivating EFL students and improving their speaking proficiency. The study addressed this gap by recommending the use of H-PBL approach in EFL speaking classes. The study used a pre-post speaking proficiency test, a students' motivation questionnaire, interviews and observation sheets as data collection tools. Results revealed that the H-PBL approach has a positive effect on improving the students' speaking proficiency, students' motivation significantly increased and, eventually, students tended to be more self-directed and independent. Instructors also applauded the use of H-PBL approach but recommended adapting the curriculum and the teaching strategies to support this approach.