Enhancing Creative Thinking, Critical Thinking, and Interactional Skills through Problem-Solving Group Projects among Undergraduate English Majors in Japan

This paper discusses how group problem-solving projects can enhance learners’ creative and critical thinking skills while improving their interactional skills. According to the L2 literature, intensive use of such tasks facilitate an optimal learning environment that promotes a range effective behaviours. Problem-solving help learners achieve linguistic, affective, social goals learning. reports mixed-methods study comparing effects with those teacher-led activities maximised student interactions, both which are deemed for because they motivate language use. Participants consisted two intact classes each 24 third- fourth-year English majors in private university Japan. Each task took up 50 minutes semi-content-based course. Results indicate significantly improved participants’ creative, critical, compared activities. Participants’ feedback also revealed pedagogic benefits value other educational settings. Keywords: skills; self-regulation; self-efficacy