Improving English speaking fluency in engineering students through problem-based learning (PBL)

Journal of Language, Literature, Social, and Cultural Studies, Volume 3 Number 3 (Nov 2025), p. 248-260 e-ISSN: 2986-4461 DOI: https://doi.org/10.58881/jllscs.v2i2 https://ympn.co.id/index.php/JLLSCS Improving English speaking fluency in engineering students through problem-based learning (PBL) Ni Wayan Sadiyani1, Selvie Ratna Ivone Mandang2, Ni Putu Somawati3 Politeknik Negeri Bali1,3 Politeknik Negeri Manado2 1Email: 2Email: 3Email: Abstract - This study examines the effectiveness of Problem-Based Learning (PBL) for improving English speaking fluency among engineering students at an Indonesian university. It aims to address persistent challenges in oral communication, including lack of confidence, limited exposure to authentic contexts, and reliance on passive instructional methods, by promoting active, collaborative, and contextually meaningful language practice. A quasiexperimental design was implemented over one semester, involving two student groups: an experimental group participating in PBL-driven English speaking sessions, and a control group receiving conventional instruction. Data collected included pre- and post-intervention assessments of speaking fluency, qualitative classroom observations, and student reflections. The intervention emphasized collaborative problem-solving tasks simulating real-world engineering scenarios rooted in constructivist learning principles. Quantitative analysis compared gains in speaking fluency, coherence, and language complexity between groups. The PBL group showed significantly greater improvement compared to the control group. Qualitative data indicated that students in the PBL group reported increased motivation, reduced anxiety, and higher engagement in communication tasks. The rich and cognitively demanding environment of PBL appeared to facilitate practical language use and deeper learning. Integrating PBL into English for Specific Purposes (ESP) instruction provides engineering students with authentic and engaging opportunities for language development. The study extends literature on innovative pedagogies and offers practical implications for curriculum designers and educators aiming to enhance communicative competence in STEM fields. Future research should address long-term impacts and scalability across varied educational contexts. Keywords: : English speaking fluency, engineering students, problem-based learning (PBL), language education, communicative competence, ESP instruction 1. Introduction In today’s global engineering workforce, English speaking skills have become fundamental— almost as important as technical know-how—for graduates who aim to thrive in the international job arena (Alshareef, 2020; Liu et al., 2019). Engineering has transcended national boundaries, demanding constant collaboration across cultures, with English effectively serving as the 248 This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/) Journal of Language, Literature, Social, and Cultural Studies, Volume 3 Number 3 (Nov 2025), p. 248-260 e-ISSN: 2986-4461 DOI: https://doi.org/10.58881/jllscs.v2i2 https://ympn.co.id/index.php/JLLSCS universal language for technical teams (Kaur, 2020). In this context, speaking fluency is not just an extra; it is a vital soft skill that sits alongside technical expertise. Despite its clear importance, achieving English speaking fluency remains an ongoing struggle among engineering undergraduates in non-English speaking countries. Common issues found among students include: Low confidence in using English verbally, Minimal authentic exposure to real-life communicative situations and Limited classroom interaction, which rarely prioritizes speaking practice (Alqahtani, 2019; Khan, 2016). In Indonesia, these challenges are even more pronounced. English is positioned as a foreign language (EFL) and is taught through inflexible curricula that emphasize grammar and reading at the expense of spoken communication (Dewi et al., 2017). University engineering programs frequently focus almost exclusively on technical material, paying little attention to the development of students’ communicative competence. As a result, we often see technically skilled graduates struggling to present or articulate their ideas in English—a stark mismatch between what industry demands and what education provides (Sulistiyo, 2016). Given this persistent gap, a pedagogical shift is urgently needed. Approaches like Problem-Based Learning (PBL) have recently attracted attention within engineering education. As a student-centred, constructivist method, PBL encourages learners to engage actively with real-world problems, emphasizing collaboration and substantial language use (Hmelo-Silver, 2004; Savery, 2006). PBL’s inherent focus on communication, teamwork, and critical thinking makes it especially appropriate for boosting engineering students’ English fluency. There is a strong industry demand for English speaking skills alongside technical competency. Non-English speaking environments, such as Indonesia, often lack appropriate pedagogical strategies for building spoken English fluency in engineers. Problem-Based Learning offers the potential to bridge this gap by embedding language development into content-rich, student-focused learning. This study explores the potential of PBL as a strategy to enhance English speaking fluency, aiming to close the gap between linguistic proficiency and the mastery of technical content. English speaking proficiency has been consistently recognized as a core employability skill by global employers (Yusof et al., 2012; Jackson, 2014). Essential for success in settings such as Technical meetings, Project presentations, International conferences, and Multicultural project teams. Yet, many engineering students continue to face significant barriers when attempting to communicate complex technical ideas in English. Typical challenges include inadequate vocabulary specific to technical contexts, high levels of anxiety when speaking extemporaneously, scarce opportunities to engage in genuine speaking scenarios (Boonkit, 2010; Javid et al., 2012). Speaking fluency itself goes beyond basic linguistic knowledge. As described by Nation and Newton (2009), it involves Speed and spontaneity in speech, accuracy and clarity of message, ability to structure discussion coherently, and the use of discourse markers and appropriate communicative registers. Goh and Burns (2012) argue that fluency encompasses not only linguistic but also pragmatic competencies—such as understanding social norms, strategic communication, and effective participation in discourse. For engineering students, mastering the structural rules of English is not sufficient. Communicative competence—adaptability, clarity, and appropriateness of speech—is required for professional contexts. Training should focus on both lang (...truncated)