The Effects of Problem-based Learning Approach on Junior High School Chinese Students’ English Speaking Skill

Abstract

This study aimed to explore the impact of using Problem-Based Learning (PBL) on improving the English-speaking skills of eighth-grade students in Chinese public schools and to investigate students' satisfaction with the application of this teaching method in English classes. A mixed-methods approach was employed, combining both quantitative and qualitative data analysis: 1) Pre-test and post-test measurements were used to collect quantitative data; 2) Questionnaires; 3) Classroom observation. Statistical methods such as paired sample t-tests and descriptive analysis were utilized to compare means, standard deviations, and percentages. The findings indicated that students’ post-test scores improved after engaging in English speaking activities through PBL, with mean scores increasing from 45.25 to 64.30. The t-test result was -31.74, and the p-value (Sig. one-tailed) was below 0.005. The questionnaire results showed that students were most satisfied with "Course structure and content" (x̄ = 4.74), followed by "Teaching methods and interaction" (x̄ = 4.66) and "Learning environment and resources" (x̄= 4.33). Overall, students expressed satisfaction with the use of PBL in English classes. Classroom observation forms indicated high satisfaction in five areas: teaching, teacher personality, learning environment, teaching materials, and facilities. Based on these results, this study recommends the broad implementation of PBL as an effective teaching strategy to enhance English-speaking skills in English language education.