Using thinking routine strategies to develop students’ speaking skills in young adult learners from senior year of high school.

Abstract

This research aims to develop communication skills in EFL students by using innovative strategies. Particularly, thinking routines from the category called “digging deeper” are used to encourage students to reflect, think critically, and solve problems. The four specific strategies are Hotspot, Layer, See-think-me-we, and Unveiling stories. In this action research study, twenty-eight students from a public school in Cuenca, Ecuador, took part. The primary research instruments used were checklists, surveys, and diagnostic and final tests. Overall, the findings were encouraging, demonstrating growth in students' speaking skills, favourable opinions of the thinking routines, and primarily positive emotional responses. The necessity for further strategy development is highlighted by the constraints and improvement opportunities that have been found. Positive results were shown by the checklist evaluating student involvement during activities, which showed improved engagement, interaction, and idea-sharing. In conclusion, even if using thinking routines demonstrates a positive impact in developing speaking skills, continuous improvements and modifications are required to fulfil the necessities of the students. The results of this study have implications for language teaching professionals, future research projects in communicative skill development, and the necessity of tailoring and optimising thinking routine strategies for successful integration into language education.