Bulletin of Scientific Reseach in English Education

The Effectiveness of Project-Based Learning (PBL) in Enhancing Students' Speaking Skills in EFL Classrooms

Adelia Azzahra, Eva Utami Durahman, Hilman Fauzan — Mon, 02 Jun 2025 00:00:00 +0000

Developing speaking skills in English as a Foreign Language (EFL) is a persistent challenge in many classrooms due to traditional instruction methods that often lack real-world engagement and student-centered learning. Recent approaches such as Project-Based Learning (PBL) offer promising alternatives by encouraging communicative, collaborative, and contextualized language use. This study investigates the effectiveness of PBL in improving the speaking skills of EFL students, focusing on fluency, pronunciation, accuracy, and interaction. It also explores student perceptions and the pedagogical implications of integrating PBL into language instruction. Employing a quasi-experimental design with a pre-test and post-test control group, the study was conducted on two intact classes of Indonesian senior high school students. The experimental group underwent a four-week PBL intervention, while the control group received traditional instruction. Data were collected through speaking assessments, classroom observations, and student interviews, and analyzed using t-tests and thematic analysis. Findings revealed a significant improvement in the experimental group’s speaking performance, with a mean gain of 15.5 points and a large effect size (Cohen’s d = 0.85). Qualitative data indicated enhanced confidence, engagement, and motivation among students involved in PBL tasks. The integration of digital tools further supported learning and speaking practice. PBL is an effective strategy to improve EFL learners’ speaking proficiency by fostering meaningful communication, collaborative problem-solving, and learner autonomy. This approach holds promise for broader implementation in diverse EFL contexts.

Revitalizing Speaking Fluency through Task-Based Language Teaching: Addressing Post-Pandemic Communicative Gaps in EFL Classrooms

Khofifah Indah Baitul Jannah, Siti Ulfya Syahara Razaq, Hafizudin — Mon, 02 Jun 2025 00:00:00 +0000

Speaking skills are an important component of English as a foreign language (EFL) acquisition, yet they are one of the most affected by online learning during the COVID-19 pandemic. The lack of direct verbal interaction and the low intensity of oral practice lead to gaps in students' speaking fluency. In this context, the Task-Based Language Teaching (TBLT) approach offers a strategy oriented towards developing communication skills through meaningful tasks. This study aims to explore the impact of implementing TBLT on improving EFL students' speaking fluency in post-pandemic secondary schools. This study used a quasi-experimental approach with a pre-test and post-test control group design. The sample consisted of 60 grade XI students in one of the public high schools in Indonesia, who were divided into an experimental group and a control group. Data were collected through oral tests and analyzed using paired sample t-test and independent sample t-test. The results showed that there was a significant increase in the level of speaking fluency of students who took part in learning with the TBLT approach compared to the control group. The task-based activities proved to improve students' fluency, fluency, and confidence in speaking. The findings recommend the wider application of TBLT as a strategic approach in addressing the impact of online learning on EFL students' speaking ability.

Blended Learning in English Language Instruction: A Study of Learner Engagement and Performance

Septien Dwi Savandha, Muhammad Yusuf Daffa, Adila Kamilia — Fri, 30 May 2025 00:00:00 +0000

The development of digital technology has encouraged the implementation of blended learning as a learning strategy that combines face-to-face and online learning methods. In the context of English language learning, blended learning is believed to be able to improve learners' participation and learning outcomes, but empirical evidence on its effectiveness is still limited. This study aims to analyze the effect of blended learning implementation on learners' engagement and performance in English language learning at secondary education level. This study used a quantitative approach with a quasi-experimental design. The sample consisted of 120 students from two purposively selected high schools. The experimental group used a Learning Management System (LMS)-based blended learning model, while the control group followed conventional learning. Data were collected through learning engagement questionnaire and English achievement test, then analyzed using independent t-test and simple linear regression. The results showed that students in the blended learning group had higher levels of engagement and significantly better learning achievement than the control group (p < 0.05). The findings indicate that blended learning can be an effective strategy in improving the quality of English language learning, particularly in increasing students' active participation and academic outcomes.

Integrating Critical Literacy in English Language Teaching: Practices and Perceptions of EFL

Wakhid Nashruddin, Ajeng Dini Fitriani, Sri Widiastuti, Suci Nafisatur Rizkia — Mon, 02 Jun 2025 00:00:00 +0000

The application of critical literacy in English as a foreign language (EFL) learning is gaining attention as awareness of the importance of education that builds social awareness and reflective thinking increases. However, the understanding and implementation of critical literacy concepts among EFL teachers still vary, especially in non-native contexts. This study aims to explore EFL teachers' perceptions of critical literacy as well as the teaching practices they use in integrating this approach into their classrooms. This study used a qualitative approach with a case study design. Data were collected through semi-structured interviews and classroom observations of ten EFL teachers at the secondary level in Indonesia. Data were analyzed thematically using Braun and Clarke's approach to identify key patterns in teachers' perceptions and practices. The results show that most teachers understand critical literacy as the ability to analyze texts in depth and question the ideologies behind the texts. However, limited theoretical knowledge, lack of professional training, and a crowded curriculum are the main obstacles in consistently implementing critical literacy practices. Nonetheless, some teachers showed initiative by adapting teaching materials and encouraging critical discussions in class. The findings provide important implications for curriculum development, teacher training and language education policy in EFL contexts.

Teacher Feedback and Student Writing Improvement in EFL Classrooms: A Longitudinal Study

Husnul Hafidhoh, Cecep Agus — Mon, 02 Jun 2025 00:00:00 +0000

In English as a Foreign Language (EFL) contexts, teacher feedback plays a pivotal role in facilitating students' writing development. However, limited longitudinal research has explored how sustained feedback practices influence student improvement over time. This study aims to investigate the impact of teacher feedback on students' writing performance in EFL classrooms, focusing on the progression of writing skills across an academic year. Employing a longitudinal research design, this study followed 60 EFL students from a secondary school in Indonesia over two semesters. Data were collected through students' writing samples, teacher feedback forms, and semi-structured interviews. A mixed-method approach was used: quantitative data were analyzed using repeated-measures ANOVA to assess changes in writing scores, while qualitative data from interviews were coded thematically to explore students' perceptions of feedback. Findings indicated a statistically significant improvement in students' writing performance over time, particularly in coherence, vocabulary usage, and grammatical accuracy. Students reported that timely, specific, and formative feedback contributed positively to their writing development. Furthermore, teacher feedback that was dialogic in nature (i.e., allowing for student response and reflection) had a more substantial impact compared to solely corrective feedback.