Sustainable Education and Digital Transformation
Enhancing EFL speaking through scenario-based learning: Evidence from foundation students in Oman
Husam Yaqoob Al-Balushi 1 2 *
More Detail
1 Oman College of Health Sciences, Oman
2 Sultan Qaboos University, Oman
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Sustainable Education and Digital Transformation, 2027 - Volume 2 Issue 2, Article No: e43897
https://doi.org/10.33902/SEDT.202643987

Article Type: Research Article

Published Online: 27 Sep 2026

Views: 225 | Downloads: 118

ABSTRACT
The purpose of this study was to investigate the effect of scenario-based learning (SBL) on improving the English-speaking proficiency of foundation students at Oman College of Health Sciences and to examine students’ perceptions of using SBL in speaking classes. A quasi-experimental design was employed involving two intact foundation groups: an experimental group (n = 20) taught using SBL and a control group (n = 20) taught using conventional speaking instruction methods. The intervention lasted four weeks. Data were collected through a speaking pre-test and post-test, in addition to a perception questionnaire administered to the experimental group. Independent-samples and paired-samples t-tests were used to analyze the data. Independent-samples t-test results showed no statistically significant difference between the experimental and control groups in the pre-test, confirming group equivalence. However, post-test results revealed a statistically significant difference in speaking proficiency between the two groups in favor of the experimental group. Paired-samples t-test results further indicated a statistically significant improvement in the experimental group’s speaking performance from pre-test to post-test. The improvement was evident across linguistic accuracy, fluency, strategic communication skills, and psychological aspects such as confidence and willingness to speak. Questionnaire results indicated that over 70% of students reported positive perceptions toward SBL, particularly regarding engagement, motivation, collaboration, and real-life relevance. SBL appears effective for improving speaking proficiency among foundation students. As a learner-centred and context-based approach, SBL offers a sustainable pedagogical option for strengthening communicative competence and supporting more inclusive participation in speaking activities, provided that curricula and teacher development support its consistent implementation.
KEYWORDS
communicative competence EFL speaking proficiency foundation students learner-centred pedagogy scenario-based learning
In-text citation: (Al-Balushi, 2027)
Reference: Al-Balushi, H. Y. (2027). Enhancing EFL speaking through scenario-based learning: Evidence from foundation students in Oman. Sustainable Education and Digital Transformation, 2(2), e43897. https://doi.org/10.33902/SEDT.202643987
In-text citation: (1), (2), (3), etc.
Reference: Al-Balushi HY. Enhancing EFL speaking through scenario-based learning: Evidence from foundation students in Oman. Sustainable Education and Digital Transformation. 2027;2(2), e43897. https://doi.org/10.33902/SEDT.202643987
In-text citation: (1), (2), (3), etc.
Reference: Al-Balushi HY. Enhancing EFL speaking through scenario-based learning: Evidence from foundation students in Oman. Sustainable Education and Digital Transformation. 2027;2(2):e43897. https://doi.org/10.33902/SEDT.202643987
In-text citation: (Al-Balushi, 2027)
Reference: Al-Balushi, Husam Yaqoob. "Enhancing EFL speaking through scenario-based learning: Evidence from foundation students in Oman". Sustainable Education and Digital Transformation 2027 2 no. 2 (2027): e43897. https://doi.org/10.33902/SEDT.202643987
In-text citation: (Al-Balushi, 2027)
Reference: Al-Balushi, H. Y. (2027). Enhancing EFL speaking through scenario-based learning: Evidence from foundation students in Oman. Sustainable Education and Digital Transformation, 2(2), e43897. https://doi.org/10.33902/SEDT.202643987
In-text citation: (Al-Balushi, 2027)
Reference: Al-Balushi, Husam Yaqoob "Enhancing EFL speaking through scenario-based learning: Evidence from foundation students in Oman". Sustainable Education and Digital Transformation, vol. 2, no. 2, 2027, e43897. https://doi.org/10.33902/SEDT.202643987
REFERENCES
  • Abdel-Aleam, M. A. Z. (2023). Developing EFL speaking skills of secondary stage students and their engagement through using a scenario-based learning strategy. Journal of the Faculty of Education, Mansoura University, 123(4), 199–218. https://doi.org/10.21608/maed.2023.328697
  • Abdullah, H. (2018). Using scenario-based learning for pre-service EFL teacher preparation. Journal of Faculty of Education – Ain Shams University, 42(1), 82–123. https://doi.org/10.21608/JFEES.2018.79284
  • Akins, M., & Crichton, S. (2003). Scenario-based learning: Geography in the field using GIS/GPS for curriculum integration. National Educational Computing Conference, Washington, USA.
  • Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature, 2(6), 22–30.
  • Al-Attar, R. H. (2019). The effectiveness of scenario-based learning strategy in developing EFL eleventh graders’ speaking and prospective thinking skills (Publication No. 1031086) [Master’s thesis, Islamic University of Gaza]. Almandumah.
  • Al-Eiadeh, A. R., Al-Sobh, M. A., Al-Zoubi, S. M., & Al-Khasawneh, F. (2016). Improving English language speaking skills of Ajloun National University students. International Journal of English and Education, 5(3), 181–195.
  • Al-Hadhrami, M., & Amzat, I. (2012). Improving the standard of English language and communication amongst SQU students in Oman: Challenges and suggestions. OIDA International Journal of Sustainable Development, 4(6), 55–70.
  • Al-Mahrooqi, R. (2012). English communication skills: How are they taught at schools and universities in Oman? English Language Teaching, 5(4), 124–130. https://doi.org/10.5539/elt.v5n4p124
  • Al-Mahrooqi, R., & Tuzlukova, V. (2014). English communication skills and employability in the Arabian Gulf: The case of Oman. Pertanika Journal of Social Sciences & Humanities, 22(2), 473–488.
  • Al-Saadi, S., Tonawanik, P., & Al Harthy, S. (2013). Perspective speaking difficulties faced by Omani students: Empirical data on self-perception. Arab World English Journal, 4(3), 190–208.
  • AlShehri, A. M. (2018). Scenarios: A new perspective for critical speaking in EFL contexts. Journal of Research in Curriculum Instruction and Educational Technology, 4(2), 33–71. https://doi.org/10.21608/jrciet.2019.31934
  • Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189X018001032
  • Burden, P. R., & Byrd, D. M. (2010). Methods for effective teaching: Meeting the needs of all students (5th ed.). Pearson Education.
  • Carkin, G. (2009). How ‘strategic interaction’ can train better English speakers. Retrieved from https://www.slideshare.net/garycarkin/how-strategic-interactions-can-train-better-English-speakers
  • Clark, R. C. (2009). Accelerating expertise with scenario-based learning. T+D, 63(1), 84–85.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
  • Derakhshan, A., Khalili, A. N., & Beheshti, F. (2016). Developing EFL learners’ speaking ability, accuracy, and fluency. English Language and Literature Studies, 6(2), 177–186. https://doi.org/10.5539/ells.v6n2p177
  • El-Naggar, B. E. E. S., Al-Hadi, T. M., & Mohammad, W. H. M. (2019). A scenario-based program for developing English oral expression skills of secondary schoolers. Journal of Research in Curriculum Instruction and Educational Technology, 5(2), 159–174. https://doi.org/10.21608/jrciet.2019.33604
  • Errington, E. (2008). Exploring real-world scenarios as vehicles for authentic learning. International Journal of Interdisciplinary Social Sciences, 3(5), 1–6. https://doi.org/10.18848/1833-1882/CGP/v03i05/52619
  • Errington, E. (2010). Preparing graduates for the professions using scenario-based learning. Post Pressed.
  • Errington, E. (2011). As close as it gets: Developing professional identity through the potential of scenario-based learning. Surrey Centre for Excellence in Professional Training and Education.
  • Ferris, D., & Tagg, T. (1996). Academic listening/speaking tasks for ESL students: Problems, suggestions, and implications. TESOL Quarterly, 30(2), 297–320. https://doi.org/10.2307/3588145
  • George, D., & Mallery, P. (2010). SPSS for Windows step by step: A simple guide and reference (10th ed.). Pearson.
  • Gulnaz, F., Alfaqih, A. M., & Mashhour, N. A. (2015). Paradigm shift: A critical appraisal of traditional and innovative roles of an English teacher in Saudi ELT classrooms. Theory and Practice in Language Studies, 5(5), 934–943. https://doi.org/10.17507/tpls.0505.09
  • Harmer, J. (2012). Essential teacher knowledge: Core concepts in English language teaching. Pearson Education.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Mariappan, L. (2023). Empowering passive learners: Enhancing the teaching and learning process with scenario-based learning. The English Teacher, 52(2), 72–83. https://doi.org/10.52696/ICLL3481
  • Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
  • Rivers, W. (1968). Teaching foreign language skills. University of Chicago Press.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
  • Sari, V. M. (2008). Improving students’ speaking mastery using information gap at the second year of SMP N 3 Kebakramat Karanganyar in 2007/2008 academic year [Undergraduate thesis, Universitas Muhammadiyah Surakarta].
  • Seker, M. (2016). Scenario-based instruction design as a tool to promote self-regulated language learning strategies. SAGE Open, 6(4), 1–11. https://doi.org/10.1177/2158244016684175
  • Seren Smith, M., Warnes, S., & Vanhoestenberghe, A. (2018). Scenario-based learning. In J. P. Davies & N. Pachler (Eds.), Teaching and learning in higher education: Perspectives from UCL (pp. 144–156). UCL IOE Press.
  • Sheridan, K. M., & Kelly, M. A. (2012). Teaching early childhood education students through interactive scenario-based course design. Journal of Early Childhood Teacher Education, 33(1), 73–84. https://doi.org/10.1080/10901027.2011.649484
  • Sindelar, P., & Brownell, M. (2001). Research to practice dissemination, scale, and context: We can do it, but can we afford it? Teacher Education and Special Education, 24(4), 348–355. https://doi.org/10.1177/088840640102400412
  • Snoek, M. (2003). The use and methodology of scenario making. European Journal of Teacher Education, 26(1), 9–19. https://doi.org/10.1080/0261976032000065607
  • Sorin, R. (2013). Scenario-based learning: Transforming tertiary teaching and learning. In Proceedings of the 8th QS-APPLE Conference, Bali (pp. 71–81). James Cook University.
  • Zaremba, A. J. (2006). Speaking professionally: A concise guide. Thomson South-Western.
  • Zuheer, K. M. M. (2008). The effect of using a program based on cooperative learning strategy on developing some oral communication skills of students at English Department, Faculty of Education, Sana'a University [Unpublished master's thesis]. Sana'a University.
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.