Using problem-solving activities as an interactive teaching strategy to enhance speaking proficiency among intermediate learners
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Annotatsiya
This research aims to investigate the effectiveness of problem-solving activities in enhancing the speaking proficiency of intermediate English learners. A quasi-experimental design with a pre-test and post-test control group model was employed. Twenty students aged 16–17 years were selected and divided into an experimental group and a control group. The experimental group was exposed to problem-solving speaking activities for five weeks, while the control group followed the traditional teaching approach. The speaking proficiency of the students was measured using a rubric designed according to the CEFR framework, which covered fluency, vocabulary, grammar, pronunciation, and interaction. The findings revealed that the experimental group significantly improved their speaking proficiency, as the mean score increased from 60 to 75, while the control group demonstrated a slight improvement from 59 to 64.
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