The Efficacy of Experiential Learning in English for Specific Purposes (ESP): A Mixed-Methods Study on Speaking Skills

Resumen

Speaking is a crucial yet challenging skill for foreign language learners, especially in English for Specific Purposes (ESP) contexts where domain-specific communication is paramount. This mixed-methods study investigated the effectiveness of a semester-long experiential learning (EL) intervention on the English-speaking skills of 120 participants (high school students and undergraduates) from technical tracks in Riobamba, Ecuador, during the 2024-2025 academic year. The intervention, which utilized real-world tasks such as role-plays and simulations, was administered to an experimental group, while a control group received traditional instruction. Quantitative analysis, including pre- and post-tests, revealed statistically significant improvements in the experimental group across all assessed speaking dimensions, including fluency, accuracy, pragmatics, and interactional skills. The mean post-test score for the experimental group was 84.3, significantly higher than their pre-test mean of 72.5 (p<0.05). These findings were further corroborated by qualitative data, which showed that the EL approach enhanced learners’ motivation, confidence, and perceived relevance of their language skills. The results suggest that pedagogical frameworks combining EL with ESP can effectively bridge the gap between theoretical knowledge and practical communication, providing a model for more effective professional language education. This study contributes to literature by offering a robust, multi-faceted validation of the power of learning-by-doing in second language acquisition.