Assessing the Integration of Soft Skills in ESL Learning: A Pilot Study on Learner Engagement and Language Proficiency
List of Authors
Chandran Abraham1, Koasalyiah Vijayan
Keyword
Soft Skills Integration, ESL Learner Engagement, Language Proficiency
Abstract
The rising prominence of soft skills within English as a Second Language (ESL) pedagogy stems from the assumption that such an approach is ultimately bound to ease language learning and sustain learner enthusiasm in the course endeavour. This integration within context is the subject focus within this pilot study adopting a mixed-methods approach. More specifically, this case study focuses on the integration of communication, cooperation, and the ability to resolve problems within the system of assessment of ESL teaching and learning. The quantitative component consists of data from questionnaires and just above a hundred proficiency tests obtained from120 participants. In addition, the qualitative component comes from interviews with four teachers and structured class participative observations. The study’s outcomes claim that there is a strong positive correlation (r = 0.865) with the integration of learners’ active engagement and the use of interactive teaching methods. The qualitative data suggest that there were significant changes to learners’ confidence and ease with collaboration. This again raises the issue of time and inflexible curricula. The instruments’ reliability tests score (Cronbach's α = 0.961) suggests that the data from the quantitative instruments is sound. Thus, the findings of the study do suggest that there is planned integration of soft skills in the ESL curriculum. This finding also clarifies the methodological approach of the study.