The Problem-Based Learning Activities Enhance EFL Speaking Competence and Higher-Order Thinking Skills in Ethiopian Secondary Schools

This mixed-methods quasi-experimental study investigated problem-based learning activities' (PBLA) impact on Grade 11 EFL speaking competence and higher-order thinking skills (HOTS) at Sena Gimbi Secondary School, Ethiopia (N = 24; 12 experimental, 12 control). During a 12-week intervention, the experimental group engaged in PBLA tasks aligned with Revised Bloom's Taxonomy (Analyze/Evaluate/Create), while controls received traditional textbook instruction. Pre- and post-assessments (IELTS-style speaking rubric, α = .87α = .87; adapted KG-20 thinking skills test, KR-20 = .82), questionnaires, and interviews revealed substantial experimental gains: speaking competence advanced from M = 42.3M = 42.3 (SD = 8.1SD = 8.1) to M = 67.1M = 67.1 (SD = 6.2SD = 6.2; paired t(11) = 9.23t(11) = 9.23, p<.001p<.001, d = 1.89d = 1.89) versus control from M = 41.8M = 41.8 to M = 45.6M = 45.6 (d = 0.42d = 0.42); HOTS improved from M = 38.4M = 38.4 (SD = 9.2SD = 9.2) to M = 62.7M = 62.7 (SD = 7.1SD = 7.1; t(11) = 10.1t(11) = 10.1, p<.001p<.001, d = 2.41d = 2.41), with a strong HOTS-speaking correlation (r=.85r=.85, 72% variance explained). Despite time (68%) and training (52%) barriers, 92% of teachers and 88% of students endorsed PBLA feasibility. Findings challenge LOTS-dominated curricula, advocating scalable PBLA integration for Ethiopia's communicative competence goals through cognitive-linguistic synergy.