Secondary School Teachers’ and Students’ Perceptions and Practices of Problem-Based Learning Activities in Teaching Speaking Competence

This research aimed to investigate teachers’ and students’ perceptions and practices regarding problem-based learning (PBL) activities in teaching speaking competence at Biftu Gimbi Secondary School in the Oromia Region of Ethiopia. A mixed-methods approach was employed, involving twenty-four students and five English teachers. Data were collected through questionnaires, interviews, and classroom observations. The findings revealed that most participants recognized the importance and benefits of PBL in enhancing speaking competence by providing meaningful contexts for practice, fostering affective factors such as motivation and confidence, encouraging integrative skill use, and promoting learner autonomy alongside critical 21st-century skills like problem-solving and negotiation. Despite this awareness, both teachers and students reported infrequent use of PBL activities in actual classroom practice. Challenges identified included time constraints, students’ low English proficiency, and teachers’ limited experience with PBL methods in speaking instruction. These findings align with prior studies showing that while PBL can significantly improve components of speaking ability, practical barriers often limit its implementation in Ethiopian secondary schools. The study suggests that targeted teacher training, increased resource availability, and curriculum adjustments are essential to support the effective integration of PBL activities, thereby improving students’ English speaking proficiency and engagement. .