Effects of PBL on student behaviour

Six studies (Studies 1, 8, 12, 13, 14, 23) were dedicated to examining how PBL teaching methods affect learners’ learning behavior, focusing on aspects like engagement, motivation, active participation, and readiness for learning. An examination of these studies concerning the utilization of PBL in English language instruction consistently indicates its positive impact on student learning behavior and academic performance. Through diverse inquiries, PBL approaches consistently showcased beneficial outcomes in terms of enhancing student engagement, motivation, and active involvement in the learning process.

In Studies 8 and 14, researchers employed a quasi-experimental design to assess the effectiveness of PBL in various educational settings. Study 8, led by Berenji et al. [21] at a Chinese university, compared PBL, facilitated through group discussions, with traditional lecture-based teaching. Their findings revealed that PBL promoted practical learning goals by utilizing authentic questions, prompting students to utilize prior knowledge and scaffolding to overcome reading challenges. This method resulted in increased self-determination and engagement among students, contrasting with the lower engagement levels observed in the control group receiving lecture-based instruction. Similarly, in Study 14 by Ge et al. [27], the researchers examined the impact of PBL on student readiness and performance in online English learning at a Chinese high school. They discovered that integrating PBL activities into online learning significantly enhanced student readiness, especially during the shift to online education. Through the integration of online platforms and emphasis on student-centered teaching, PBL transformed passive learning into active exploration, fostering greater student interest. This resonates with theories proposed by Zuo et al. [41] and Yan et al. [42], indicating that PBL promotes a stronger psychological inclination among students to actively participate in group discussions.

Studies 12, 13, and 23 employed a mixed-method approach to examine the impact of PBL on students’ motivation and active learning. In Study 12 by Zannan [25], the focus was on the influence of PBL on students’ motivation in learning English writing. The study found that students exhibited improved performance in post-tests compared to pre-tests, indicating a positive effect of PBL on motivation. Similarly, Study 23, conducted by Chen et al. [36], investigated the motivation of 42 sophomore students in electrical and mechanical engineering in Taiwan. They were split into two groups, with one group receiving PBL and virtual reality (VR) instruction, and the other serving as the control. Results revealed that students in the experimental group were more motivated to learn English relevant to their future careers. Likewise, Study 13 utilized a questionnaire to explore the impact of PBL on participants’ active learning and cognitive processing, finding significant improvements in both aspects. By employing a combination of qualitative and quantitative methods, these studies offer comprehensive insights into the varied benefits of PBL, including enhanced motivation, active learning, and cognitive engagement among students. Such findings not only enrich the existing research on PBL effectiveness but also provide valuable guidance for educators aiming to improve student learning outcomes in English language education through innovative teaching methods.

Study 1, which also examined the impact of implementing the PBL approach on student behavior, presented contrasting findings. Despite an increased emphasis on group discussions within PBL classes, Tang et al. [14] found, through quantitative analysis, that traditional lecturing remained the dominant instructional method. These results suggest that the integration of PBL strategies in English classrooms has not substantially changed teachers’ instructional practices. This lack of change in teaching behavior could impede the intended objective of providing students with ample opportunities to improve their English expression skills through active learning methods.

These findings highlight several challenges in effectively implementing PBL approaches in English language education. One notable challenge is the resistance to change among educators, as traditional lecturing methods persist despite efforts to incorporate PBL strategies. This resistance underscores the need for comprehensive teacher training and support to facilitate the adoption of innovative teaching approaches. Additionally, there appears to be a lack of consistent implementation of PBL techniques, indicating potential gaps in teacher preparation or resource allocation. Limited resources, including time, materials, and support, further compound the challenges faced by educators in fully embracing PBL. Moreover, there may be a disconnect between the objectives of PBL and broader educational goals, highlighting the importance of aligning pedagogical approaches with curriculum requirements. Addressing these challenges requires a concerted effort from educational institutions to provide ongoing professional development opportunities, allocate sufficient resources, and ensure pedagogical alignment to enhance the effective integration of PBL into English language education.

Effects of PBL on academic performance

In the evaluation of how PBL pedagogy influences students’ academic performance, a total of twenty-four studies were reviewed. Among these, four studies (Studies 2, 8, 13, and 24) examined reading proficiency, while nine studies (Studies 5, 9, 10, 11, 12, 15, 17, 21, and 25) focused on writing skills. Furthermore, five studies (Studies 7, 16, 20, 22, and 26) investigated speaking fluency, with only one study (Study 27) concentrating on listening skills. Additionally, vocabulary acquisition was explored in five studies (Studies 4, 5, 11, 19, and 23).

Only four studies were included in the analysis regarding reading proficiency. In Study 2, Berenji [15] conducted a quasi-experimental study comparing the effects of two teaching methods: PBL for the experimental group and lecture-based teaching for the control group, on reading proficiency skills. The results indicated that the experimental group demonstrated increased awareness of metacognitive reading strategies and significantly improved their reading proficiency. Similar results were found in Berenji et al.’s [21] Study 8, showing heightened engagement and improved reading proficiency in the PBL group. Implementing student-centered approaches like PBL could cultivate highly engaged and successful learners in reading proficiency lessons. Furthermore, Lin’s [26] Study 13 integrated PBL into a web-based English reading course and found that the PBL group achieved significantly higher adjusted mean scores on the posttest compared to the non-PBL group. Alek’s [37] study24, while demonstrating the effectiveness of PBL in improving English as a Foreign Language (EFL) undergraduate students’ English discourse reading comprehension, lacked a control group.

These findings highlight several challenges in the studies examining the impact of PBL on reading proficiency. One significant challenge is the absence of control groups in some studies, as seen in Study 24 by Alek [37]. Without control groups, it becomes difficult to establish a clear causal relationship between the implementation of PBL and observed improvements in reading proficiency. This lack of control groups not only raises concerns about the methodological rigor of the studies but also limits their ability to attribute improvements solely to the PBL approach. Moreover, while PBL shows promise in enhancing reading proficiency and metacognitive reading strategies, the implementation of PBL in EFL contexts may pose logistical challenges, such as training educators in PBL methods and designing appropriate PBL activities tailored to the language learning context. Addressing these challenges requires careful consideration of research design, including the incorporation of control groups and the use of rigorous experimental methodologies, as well as targeted support for educators in implementing PBL effectively in language learning environments.

In nine studies, researchers investigated the impact of PBL pedagogy on students’ writing proficiency. Studies 15 and 25 utilized a mixed design methodology to explore the effectiveness of PBL in diverse educational settings. In Study 15, conducted by Aliyu et al. [28] in North-Eastern Nigeria, significant improvements were noted in participants’ metacognitive knowledge across various domains, including task understanding, learning processes, strategy use, text comprehension, problem-solving, and discourse features. Interviews emphasized the role of real-life relevant problems and interactive PBL processes in enhancing metacognitive awareness, suggesting potential benefits for ESL students’ proficiency and writing skills. Similarly, Study 25 by Sutrisna and Juliari [38] involved seventh-grade students from SMP Negeri 4 Denpasar. Employing a PBL approach, the study observed a significant enhancement in students’ writing skills following the intervention. Notably, the problems presented during PBL activities stimulated students to improve both the content and organization of their writing. Both studies highlight the effectiveness of PBL in nurturing cognitive and writing skills development, supported by qualitative insights into the interactive and problem-driven nature of the learning process. In the same vein, Study 12, conducted by Zannan [25], also produced notable findings using a mixed design, with learners in the experimental group utilizing PBL showing significant improvements in grammar skills and passage writing. This indicates the efficacy of PBL in fostering English writing proficiency, suggesting a need for further exploration into the specific mechanisms through which PBL enhances writing skills.

Across several quasi-experimental studies, Iswandari et al. [18], Ibnian [24], and Othman and Ismail [30] examined the effectiveness of PBL in improving students’ writing skills. Iswandari et al. [18] discovered significant enhancements in writing abilities through environmental PBL instruction in Study 5. Ibnian [24] focused on online PBL in Study 11, where the experimental group exhibited superior performance in various aspects of essay writing compared to the control group. Othman and Ismail [30] implemented a 14-week PBL approach with a control group in Study 17, revealing that while both groups progressed in course content, the PBL group demonstrated greater advancements in language proficiency, indicating the effectiveness of PBL in fostering deeper language skill development. Collectively, these studies suggest that PBL shows promise in improving students’ writing proficiency across diverse educational settings.

In studies 21 and 9, led by Dastgeer et al. [34] and Prabowo et al. [22] respectively, the effectiveness of PBL in enhancing students’ writing skills was assessed. Dastgeer et al. [34] utilized a true experimental research design involving 9th-grade students from Islamabad Model Schools, revealing that PBL proved more effective than conventional methods in improving English essay writing among secondary-level learners. Similarly, Prabowo et al. [22] conducted quantitative research demonstrating improved descriptive writing among both introverted and extroverted students exposed to PBL. These findings underscore PBL’s role in stimulating students’ ideation processes and enhancing their writing abilities, underscoring the need for further investigation in this domain to deepen our understanding of PBL’s impact on writing proficiency.

However, it is crucial to acknowledge the potential challenges associated with implementing the PBL approach in teaching English writing, as highlighted in Study 10 by Ghfron and Ermawati [23], conducted through a qualitative research design using a case study approach. The study underscored that implementing PBL demands additional time, preparation, and effective management, presenting significant challenges for teachers. Moreover, some students expressed confusion with the PBL approach. These findings resonate with research by Leong [43], which also noted that one potential drawback of PBL is its initial tendency to confuse students. Additionally, certain students may hesitate to engage in discussions or articulate their perspectives on problem-solving tasks, while teachers may struggle with formulating open-ended questions throughout the learning process. These insights shed light on the potential hurdles educators may encounter when integrating PBL into English writing instruction. Hence, meticulous planning, adequate support, and effective strategies are essential to address these challenges and ensure the successful implementation of the PBL approach.

Five research studies have delved into teaching English speaking skills. Both Study 7 by Kassem [20] and Study 26 by Jiriyasin [39] employed a mixed research design to assess the impact of PBL on students’ oral English proficiency. In Study 7, which focused on the Hybrid Problem-Based Learning (H-PBL) method, positive outcomes emerged, including heightened learning motivation, increased autonomy in language learning, and favorable feedback from teachers. Similarly, Study 26 revealed significant enhancements in students’ oral performance subsequent to a traditional PBL intervention, characterized by improved fluency, accuracy, and the utilization of diverse sentence structures.

The studies conducted by Azman and Kor [29], Ansarian et al. [33], and et al. [35] share a common objective of improving students’ speaking skills in English through the implementation of PBL. Despite variations in research design, location, participants, type of PBL, data analysis, and outcomes, each study examined the effectiveness of PBL in enhancing speaking proficiency among students. All three studies reported positive impacts of PBL on speaking abilities, with students demonstrating improvements in fluency, grammar, comprehension, vocabulary, confidence level, intonation skills, and pronunciation.

While the studies collectively demonstrate the positive impact of PBL on students’ speaking skills in English, several challenges can be identified. Firstly, the methodological variations across the studies, such as the use of different research designs and the absence of control groups in some cases, may limit the generalizability of the findings and complicate comparisons between interventions. Additionally, the diverse implementation of PBL methods, ranging from traditional to hybrid approaches, raises questions about the optimal approach for improving speaking proficiency. Moreover, while the studies reported improvements in various aspects of speaking skills, such as fluency, grammar, and vocabulary, the extent to which these improvements translate into real-world communicative competence is unclear. Furthermore, the necessity for further research to explore the effectiveness of PBL across diverse contexts and populations suggests that more nuanced considerations, such as cultural differences and individual learner characteristics, need to be addressed to fully understand the impact of PBL on speaking skills in English.

In the domain of listening skills, Study 27 by Teoh et al. [40] stands as a solitary study focusing on the efficacy of PBL in enhancing listening comprehension skills among first-year undergraduate students. Utilizing a mixed research design, both experimental and control groups underwent the same listening test as a post-assessment following the treatment period. The results indicated a notable improvement in listening comprehension scores among students in the experimental group compared to those in the control group, suggesting the potential effectiveness of PBL in enhancing receptive language skills, particularly in listening comprehension. However, due to the limited scope of only one study addressing this area, there exists a clear need for further research. Additional investigations will provide a deeper understanding of how PBL influences students’ listening comprehension. By conducting more research in this domain, scholars can corroborate and expand upon the findings of Teoh et al. [40], ultimately advancing knowledge and informing the development of more effective educational practices in listening skill development.

In the context of the sole study focused on enhancing listening comprehension skills through PBL, several challenges can be inferred. Firstly, the limited scope of research in this area presents a challenge in comprehensively understanding the efficacy of PBL in improving listening skills. With only one study available, it is difficult to draw definitive conclusions about the generalizability and effectiveness of PBL in diverse educational settings and student populations. Moreover, incorporating PBL into listening instruction may require significant time, resources, and effective management, potentially presenting barriers for teachers. Furthermore, the effectiveness of PBL in improving listening comprehension may vary depending on factors such as student engagement, prior knowledge, and language proficiency levels, posing challenges in ensuring equitable outcomes for all students. Addressing these challenges requires further research to explore the nuances of implementing PBL in enhancing listening skills and developing targeted strategies to overcome potential barriers in its implementation.

In the realm of vocabulary acquisition, five studies have examined the impact of PBL in various educational settings. Elahe et al. [17] and Lin [32] conducted mixed-method studies, while Chen et al. [42] utilized a mixed research design, all focusing on PBL’s effect on vocabulary learning. Elahe et al. [17] demonstrated in Study 4 that PBL significantly influenced the vocabulary learning of Iranian EFL learners, with learners adopting strategies to overcome challenges encountered during the PBL process and expressing positive views towards PBL. Lin [32] conducted a 12-week PBL intervention in an elementary school in Taiwan, showing that while there were no significant differences in test scores between the PBL and control groups, the PBL group exhibited superior performance in using advanced vocabulary levels and writing longer compositions, indicating the potential of PBL to enhance vocabulary acquisition. In Study 23, Chen et al. [36] found that a PBL approach combined with virtual reality (VR) technology led to significant improvements in vocabulary acquisition and increased motivation among engineering students in Taiwan. However, the lack of significant differences in problem-solving performance raises questions about the broader impact of the intervention beyond vocabulary acquisition. Further research is necessary to explore the effectiveness of this approach in improving overall language skills and academic performance.

The positive impact of PBL on vocabulary acquisition is further supported by the quasi-experimental study conducted by Iswandari et al. [18] (Study 5), which revealed significant improvement in students’ mastery of environment-related vocabulary when taught using environmental PBL. Notably, this study innovatively combined PBL with environmental problems to assess the acquisition of environment-related vocabulary and writing skills. Similarly, in Study 11, Ibnian [24] highlighted substantial enhancements in English writing proficiency among students in the experimental group after the PBL intervention, with vocabulary utilization being one of the observed improvements.

Although the studies reviewed demonstrate the beneficial effects of PBL on vocabulary acquisition, they also highlight several challenges associated with implementing this method. Firstly, variations in research design, educational settings, and participant demographics across the studies may obscure a comprehensive understanding of the challenges inherent in implementing PBL for vocabulary acquisition. Furthermore, while PBL has shown promise in enhancing specific aspects of vocabulary learning, such as environment-related vocabulary, its effectiveness in broader vocabulary acquisition contexts or across different language proficiency levels remains uncertain. Thus, while the studies demonstrate the potential benefits of PBL in vocabulary acquisition, further research is needed to explore and address the challenges associated with its implementation in diverse educational settings and student populations.

Effects of PBL on critical thinking

The studies conducted by Ding [16], Cosgun and Atay [19], and Montafej et al. [31] provide valuable insights into the impact of PBL on language skills, critical thinking (CT), and creativity among students. Ding [16] demonstrated in Study 3 that the implementation of PBL significantly improved the CT processing abilities of EFL students, particularly during the independent inquiry phase and across all CT subscales. However, noticeable gender differences were observed in certain aspects, such as the inclination to hypothesize after engaging in the PBL exercise. Similarly, Cosgun and Atay [19], in Study 6, also found significant enhancements in critical thinking, creativity, and language scores following the implementation of PBL. Additionally, Montafej et al. [31], in Study 18, compared the effectiveness of different PBL approaches and a Mobile Assisted Language Learning (MALL) application in improving language skills and critical thinking among Iranian undergraduates. Their findings indicated that Hybrid Problem-Based Learning (HPBL) combined with MALL applications led to significantly higher scores in productive skills and critical thinking compared to other PBL approaches and the control group. Overall, these studies offer valuable insights into the multifaceted benefits of PBL in language education and underscore its potential to promote critical thinking skills alongside language proficiency.

The studies conducted by Ding [16], Cosgun and Atay [19], and Montafej et al. [31] demonstrate the positive effects of PBL on language skills and critical thinking (CT), yet they also reveal several challenges in implementing PBL. Firstly, despite the observed improvements in CT processing abilities and language scores, Ding [16]noted noticeable gender differences in certain aspects, such as hypothesizing, following PBL exercises. This suggests that while PBL can be effective, it may not fully address underlying gender disparities in student engagement or participation. Additionally, Cosgun and Atay [19] found enhancements in critical thinking and creativity post-PBL implementation, but challenges in measuring and assessing these abstract constructs may limit the comprehensive understanding of PBL’s impact. Moreover, while Montafej et al. [31] highlighted the effectiveness of Hybrid Problem-Based Learning (HPBL) combined with Mobile Assisted Language Learning (MALL) applications, the integration of technology into PBL may pose logistical challenges, such as access to technology and technical support. Furthermore, ensuring equitable access to resources and support for all students, particularly in contexts with limited technological infrastructure, remains a challenge in implementing technology-enhanced PBL approaches. Additionally, the implementation of PBL may require substantial time, resources, and training for educators to effectively design and facilitate PBL activities, posing challenges in terms of workload and professional development. Addressing these challenges requires careful consideration and strategic planning to ensure that PBL initiatives are inclusive, effectively address gender disparities, and leverage technology to enhance student learning experiences and critical thinking skills.

Recommendations

The PBL approach unquestionably serves as a promising model for enhancing English language proficiency. Nevertheless, it is imperative for researchers to undertake more comprehensive studies to address the issues and seek solutions to the challenges confronted by students in specific aspects of English language proficiency, such as reading in English. It is also noteworthy that none of the investigations into the impact of PBL on English reading proficiency have been conducted in mainland Chinese universities. With the exception of one study Lin [26] in Taiwan Province, China, this specific context remains largely unexplored.

Limitations

Given the limitations of this work, more academic databases and search engines such as JSTOR, Springer, etc. should be explored. By doing so, a broader and more detailed search of the literature background related to PBL and English language proficiency should be conducted. In addition, some research articles have advocated the effectiveness of the PBL approach in developing students’ reading proficiency, hence there is a need to continue to deepen this research in order to draw solid conclusions from the implementation of this approach.