Integrating Critical Incidents into ESL Speaking Lessons: Pedagogical Benefits and Challenges
Abstract
This paper explores the integration of critical incidents—unexpected, problematic, or culturally challenging situations—into ESL speaking lessons. Drawing on experiential learning and communicative competence frameworks, the study examines how critical incidents can enhance learners’ pragmatic awareness, intercultural sensitivity, and problem-solving skills. It also highlights challenges such as learner anxiety, teacher preparedness, and assessment difficulties. Findings suggest that critical incidents, when carefully designed and facilitated, provide authentic opportunities for learners to practice English in complex, real-world contexts.
References
Bachman, L. F. (1990). Fundamental Considerations in Language Testing. Oxford University Press.
Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 68, 3–12. https://doi.org/10.1002/tl.37219966804
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. https://doi.org/10.1093/applin/I.1.1
Dewey, J. (1938). Experience and Education. Macmillan.
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Penguin.
Johnson, D. W., & Johnson, R. T. (1999). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. Allyn & Bacon.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford University Press.
Littlewood, W. (2011). Communicative Language Teaching: An Introduction. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.
Savignon, S. J. (2002). Communicative Language Teaching: Linguistic Theory and Classroom Practice. Yale University Press.
Thomas, J. W. (2000). A Review of Research on Project-Based Learning. Autodesk Foundation.
Wibowo, A. H., Mohamad, B., Djatmika, & Santosa, R. (2024). Designing and assessing experiential learning pedagogy for an intercultural communicative competence training module: A quasi-experimental study. Frontiers in Education, 9, Article 1470209. https://doi.org/10.3389/feduc.2024.1470209
Wang, Y., Li, J., & Chen, H. (2025). Effective measures to develop undergraduates’ communicative competence in English as a foreign language: A systematic review. International Journal of Learning, Teaching and Educational Research, 24(5), 1–20. https://www.ijlter.org/index.php/ijlter/article/view/12492
Zapata, A., Almeida, E., & Guagchinga, N. (2025). Enhancing communicative competence in young EFL learners through the implementation of a methodological guide based on the CLT approach. In Emerging Research in Intelligent Systems (pp. 416–426). Springer. https://doi.org/10.1007/978-3-031-87701-8_30
Downloads
Additional Files
Published
Issue
Section
License
Copyright (c) 2026 Both journal and authors
This work is licensed under a Creative Commons Attribution 4.0 International License.