Building Critical Thinking and Self-Confidence in Speaking Class for Non-Native English Speakers: Obstacles and Perspectives
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| Title: | Building Critical Thinking and Self-Confidence in Speaking Class for Non-Native English Speakers: Obstacles and Perspectives |
|---|---|
| Language: | English |
| Authors: | Yudhie Indra Gunawan, Nizam Ahsani, Aidil Syah Putra |
| Source: | Journal of Problem Based Learning in Higher Education. 2025 13(1):335-355. |
| Availability: | Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers; Policymakers |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, English Learners, Second Language Learning, Critical Thinking, Problem Based Learning, Self Esteem, Intervention, Student Attitudes, Teacher Attitudes, Engineering Education, Universities, College Students, College Faculty, Speech Skills, Public Speaking |
| Geographic Terms: | Indonesia |
| ISSN: | 2246-0918 |
| Abstract: | Developing critical thinking and self-confidence in speaking classes is essential for non-native English speakers learning English as a foreign language. This study explores the challenges and effectiveness of Problem-Based Learning (PBL) in speaking classes at Gajah Tunggal Polytechnic through qualitative analysis of student and lecturer perspectives. Findings reveal that language barriers, passive learning habits, and fear of mistakes hinder active participation. However, PBL enhances speaking proficiency, independent learning, and collaborative problem-solving skills. Despite its benefits, challenges such as limited resources and insufficient educator training impede implementation. This study emphasizes the need for institutional support, pedagogical adjustments, and targeted interventions to optimize PBL for non-Native English Speakers. The insights gained provide guidance for educators and policymakers seeking to improve English language instruction in similar contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492427 |
| Database: | ERIC |
| Abstract: | Developing critical thinking and self-confidence in speaking classes is essential for non-native English speakers learning English as a foreign language. This study explores the challenges and effectiveness of Problem-Based Learning (PBL) in speaking classes at Gajah Tunggal Polytechnic through qualitative analysis of student and lecturer perspectives. Findings reveal that language barriers, passive learning habits, and fear of mistakes hinder active participation. However, PBL enhances speaking proficiency, independent learning, and collaborative problem-solving skills. Despite its benefits, challenges such as limited resources and insufficient educator training impede implementation. This study emphasizes the need for institutional support, pedagogical adjustments, and targeted interventions to optimize PBL for non-Native English Speakers. The insights gained provide guidance for educators and policymakers seeking to improve English language instruction in similar contexts. |
|---|---|
| ISSN: | 2246-0918 |
