Effects of Problem-Based Learning (PBL) as a Learning Strategy on Students' Oral Comprehension

Abstract

This study examined the impact of Problem-Based Learning (PBL) as an innovative learning strategy on students' oral comprehension, a key component of speaking skills. The participants were BNSS students enrolled in the 2022 ECC academic year. A quasi-experimental pre-test–post-test design was employed, involving two intact classes selected through multi-stage sampling. The treatment group (48 students) was taught using PBL, while the comparison group (49 students) received traditional instruction. A modified speaking rubric was used to assess students' oral comprehension before and after the intervention. Descriptive statistics were conducted to verify parametric assumptions, followed by an independent samples t-test to compare the two groups. Effect size was calculated to determine the magnitude of the treatment effect, and interrater reliability was established using Cohen's Kappa. In addition, students' perceptions of PBL implementation and its benefits were explored through interviews. The findings revealed that PBL significantly improved students' oral comprehension compared to traditional teaching methods. The results suggest that PBL is an effective and innovative strategy for enhancing speaking skills, particularly oral comprehension, among EFL learners. Therefore, teachers and curriculum developers are encouraged to integrate PBL into speaking instruction.