Constructing a Problem-Based Learning Framework for Speaking Proficiency: An Andragogical Perspective on Multiethnic Learners

Authors

  • Dewirahmadanirwati

    Faculty of Language and Arts, Universitas Negeri Padang, Padang 25131, Indonesia
  • Syahrul Ramadhan

    Faculty of Language and Arts, Universitas Negeri Padang, Padang 25131, Indonesia
  • Havid Ardi

    Faculty of Language and Arts, Universitas Negeri Padang, Padang 25131, Indonesia

DOI:

https://doi.org/10.30564/fls.v7i11.12152
Received: 17 September 2025 | Revised: 15 October 2025 | Accepted: 17 October 2025 | Published Online: 28 October 2025

Abstract

This study focuses on designing a Problem-Based Learning (PBL) model tailored to enhance speaking skills among multiethnic adult learners by incorporating an andragogical approach. In today’s digital era, oral communication is a vital transferable skill, yet formal instruction in this area remains insufficient. To address this gap within culturally and linguistically diverse classrooms, the research integrates three foundational frameworks: PBL—fostering critical thinking and problem-solving; andragogy—aligning with the self-directed and experiential learning traits of adults; and a multiethnic perspective—ensuring inclusivity across diverse cultural backgrounds. Using a research and development methodology based on the Joice and Weil instructional design model, the study produced a comprehensive PBL framework comprising six key elements: syntax (including stages such as problem identification, exploration, solution development, presentation with reflection, and evaluation with follow-up), social system, principles of reaction, support system, instructional impact, and nurturant impact. The model underwent expert validation by five specialists in education, linguistics, and adult learning. Validation outcomes demonstrated high validity across content, language, and visual design, with Aiken's V coefficients averaging 0.91, 0.92, and 0.95, respectively. Findings suggest the model effectively mitigates speaking anxiety, promotes learner autonomy, and nurtures empathy and intercultural awareness. Additionally, it supports the development of essential 21st-century competencies. The study concludes that the proposed model is both valid and suitable for implementation in second and third language instruction, offering a novel contribution to educational research by uniquely merging PBL, andragogy, and multiethnic pedagogy.

Keywords:

Problem-Based Learning; Andragogy; Speaking Skills; Multiethnic Students

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Dewirahmadanirwati, Ramadhan, S., & Ardi, H. (2025). Constructing a Problem-Based Learning Framework for Speaking Proficiency: An Andragogical Perspective on Multiethnic Learners. Forum for Linguistic Studies, 7(11), 1402–1415. https://doi.org/10.30564/fls.v7i11.12152

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Vol. 7 , Iss. 11 (November 2025)

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