Evaluating the Effectiveness of Eclectic Method in ESL Creative Thinking and Writing - An Experimental Study

Abstract

This study evaluates the impact of the Eclectic Method on creative thinking and writing ability among ESL learners in a post-pandemic engineering education setting. The controlled six-week intervention was conducted on 64 freshmen engineering students of a technical school, who were randomly assigned to an experimental group (n=32) and a control group (n=32). The Eclectic Method combined multimedia instruction, interactive exercises, competency-oriented learning, and cognitive skills development to address gaps in language education post-pandemic. Statistical analysis of paired t-tests results shows that students in the experimental group reported statistically significant gains in creative thinking (mean difference: 8.03, p<0.001) and creative writing (mean difference: 6.41, p<0.001) over the control group. A comparison between genders revealed no significant difference in the improvement between male and female students (p=0.002, Cohen’s d=0.13), indicating the method is of equivalent worth for all students. The findings witness the eclecticism of the Eclectic Method, asserting its utility as a flexible and scalable instructional method for ESL classes. By bringing solutions to language learning problems in technical education, this research adds to the realization of the goals under Sustainable Development Goal (SDG) 4 by providing inclusive, innovative, and student-centred learning approaches. Further studies will concentrate on how the approach can affect education in the long term and its compatibility with AI-driven and computer-based learning environments for ESL acquisition in technical courses.