Advancing the English-speaking proficiency of engineering students from CEFR level B2 to C2 using Problem Based Learning (PBL) Approach

Abstract— Effective English communication is crucial in engineering but challenging for non-native speakers. This study addresses the gap in English-speaking proficiency among engineering students, particularly from B2 to C2 on the CEFR. While PBL is known for enhancing practical skills, its impact on language abilities needs exploration. This research evaluates the effectiveness of a PBL approach in improving English-speaking proficiency among engineering students, hypothesizing that PBL, focusing on real-world problems, enhances language skills through contextually rich, interactive scenarios. Using action research, 46 engineering students participated in a PBL curriculum designed to enhance English-speaking skills, involving group work on engineering problems necessitating extensive English communication. Data collection included pre- and postintervention CEFR assessments, with analysis comparing pre- and post-test results to measure significant improvements. Preliminary results show significant enhancement in participants' speaking proficiency, with most advancing from B2 to C2 post-intervention, marked by improved fluency, accuracy, and complexity in spoken English. These findings highlight PBL's potential to integrate language learning with professional skill development in engineering education. The study confirms PBL's dual benefits in technical and language education, supporting its integration into engineering curricula to improve communicative competencies alongside technical expertise. Keywords—Action Research; CEFR; Engineering Education; English Language Proficiency; Problem-Based Learning.