Keywords
Self-confidence
Problem-Based Learning (PBL)
Non-native English Speakers
Speaking skills
English as a foreign language (ELF)
How to Cite
Abstract
Developing critical thinking and self-confidence in speaking classes is essential for non-native English speakers learning English as a foreign language. This study explores the challenges and effectiveness of Problem-Based Learning (PBL) in speaking classes at Gajah Tunggal Polytechnic through qualitative analysis of student and lecturer perspectives. Findings reveal that language barriers, passive learning habits, and fear of mistakes hinder active participation. However, PBL enhances speaking proficiency, independent learning, and collaborative problem-solving skills. Despite its benefits, challenges such as limited resources and insufficient educator training impede implementation. This study emphasizes the need for institutional support, pedagogical adjustments, and targeted interventions to optimize PBL for non-Native English Speakers. The insights gained provide guidance for educators and policymakers seeking to improve English language instruction in similar contexts.
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