Enhancing University EFL Learners' Speaking Skills through Design Thinking: Preliminary Findings

Resumen

In the 21st century, university programs must respond to the demands of the job market, which increasingly requires professionals capable of adapting to dynamic environments and generating innovative ideas. The development of critical and creative thinking, the promotion of collaborative learning, and preparation to face future challenges are essential to address complex problems and achieve professional success. In this context, Design Thinking (DT), a methodology focused on creative problem-solving, offers a promising strategy for integration into higher education, particularly in the teaching of English as a Foreign Language (EFL). This study examines the impact of a DT-based project on the development of speaking skills in 86 students from a public university in Ecuador, divided into a control group (n = 43) and an experimental group (n = 43). Quantitative data were analyzed using descriptive and inferential statistics, while qualitative responses were examined through thematic coding. The findings indicate that the implementation of DT improved the speaking performance of the experimental group by 0.4 points and fostered the development of both cognitive and emotional competencies, such as problem-solving, intrinsic and extrinsic motivation, cognitive structuring, and teamwork. However, participants reported challenges related to time organization, and lack of confidence at the beginning of the project.  Overall, the results support DT as an effective methodological approach to promote context-based oral communication. The authors recommend creating Design Thinking experiences based on students' professional interests to develop meaningful language skills to apply in real-world situations.