The general aim of this study was examining the effects of PBL as Learning Strategy Use in enhancing the students’ oral grammar as one aspect speaking skills in EFL class, grade 11 students in focus.. There were two research groups: the experimental (treatment) and comparison groups. The study was conducted in Biftu Nekemte Secondary School (BNSS). The population of the study included all grade 11th students who enrolled in 2014/2022 academic year. The current study comprised a non-randomized pre-test, post-test comparison group design as a kind of quasi-experimental research. The researcher employed multi-stage sampling technique. The number of students participated in the study were 48 in experimental group and 49 in comparison group. Pre and posttest instrument was adopted from Brown (2004)’s speaking performance rubric. Indeed, the researcher adapted only the grammar section of the rubric. Series of statistical operations were employed to compute the quantitative section of the study. Descriptive statistics tools of pretest and posttest groups were calculated to check whether data received is parametric or not. Besides, independent t-tests were run. Equally important, Cohen’s Kappa (for inter-rater reliability) and Cohen’s D (Effect Size) were run as well. It was concluded that applying problem based learning as learning strategy use improves EFL learners’ oral grammar skills as one aspect of speaking skills significantly. Thus, a number of stake holders are recommended to consider the use of PBL as learning strategy in EFL class, particularly, for oral grammar teaching and learning.
| Published in | Languages, Literatures and Cultures (Volume 2, Issue 1) |
| DOI | 10.11648/j.llc.20260201.15 |
| Page(s) | 59-69 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2026. Published by Science Publishing Group |
Oral Grammar, Speaking Performance, PBL, Learning Strategy, Effect
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APA Style
Jeldu, F. A., Lucha, Z. T., Jabessa, J. (2026). Effects of Applying Problem Based Learning (PBL) Strategy Use on Students’ Oral Grammar as One Aspect of Speaking Performance. Languages, Literatures and Cultures, 2(1), 59-69. https://doi.org/10.11648/j.llc.20260201.15
ACS Style
Jeldu, F. A.; Lucha, Z. T.; Jabessa, J. Effects of Applying Problem Based Learning (PBL) Strategy Use on Students’ Oral Grammar as One Aspect of Speaking Performance. Lang. Lit. Cult. 2026, 2(1), 59-69. doi: 10.11648/j.llc.20260201.15
AMA Style
Jeldu FA, Lucha ZT, Jabessa J. Effects of Applying Problem Based Learning (PBL) Strategy Use on Students’ Oral Grammar as One Aspect of Speaking Performance. Lang Lit Cult. 2026;2(1):59-69. doi: 10.11648/j.llc.20260201.15
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Download@article{10.11648/j.llc.20260201.15,
author = {Fekadu Adam Jeldu and Zeleke Teshome Lucha and Jira Jabessa},
title = {Effects of Applying Problem Based Learning (PBL) Strategy Use on Students’ Oral Grammar as One Aspect of Speaking Performance},
journal = {Languages, Literatures and Cultures},
volume = {2},
number = {1},
pages = {59-69},
doi = {10.11648/j.llc.20260201.15},
url = {https://doi.org/10.11648/j.llc.20260201.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.llc.20260201.15},
abstract = {The general aim of this study was examining the effects of PBL as Learning Strategy Use in enhancing the students’ oral grammar as one aspect speaking skills in EFL class, grade 11 students in focus.. There were two research groups: the experimental (treatment) and comparison groups. The study was conducted in Biftu Nekemte Secondary School (BNSS). The population of the study included all grade 11th students who enrolled in 2014/2022 academic year. The current study comprised a non-randomized pre-test, post-test comparison group design as a kind of quasi-experimental research. The researcher employed multi-stage sampling technique. The number of students participated in the study were 48 in experimental group and 49 in comparison group. Pre and posttest instrument was adopted from Brown (2004)’s speaking performance rubric. Indeed, the researcher adapted only the grammar section of the rubric. Series of statistical operations were employed to compute the quantitative section of the study. Descriptive statistics tools of pretest and posttest groups were calculated to check whether data received is parametric or not. Besides, independent t-tests were run. Equally important, Cohen’s Kappa (for inter-rater reliability) and Cohen’s D (Effect Size) were run as well. It was concluded that applying problem based learning as learning strategy use improves EFL learners’ oral grammar skills as one aspect of speaking skills significantly. Thus, a number of stake holders are recommended to consider the use of PBL as learning strategy in EFL class, particularly, for oral grammar teaching and learning.},
year = {2026}
}
TY - JOUR T1 - Effects of Applying Problem Based Learning (PBL) Strategy Use on Students’ Oral Grammar as One Aspect of Speaking Performance AU - Fekadu Adam Jeldu AU - Zeleke Teshome Lucha AU - Jira Jabessa Y1 - 2026/01/31 PY - 2026 N1 - https://doi.org/10.11648/j.llc.20260201.15 DO - 10.11648/j.llc.20260201.15 T2 - Languages, Literatures and Cultures JF - Languages, Literatures and Cultures JO - Languages, Literatures and Cultures SP - 59 EP - 69 PB - Science Publishing Group SN - 3070-6440 UR - https://doi.org/10.11648/j.llc.20260201.15 AB - The general aim of this study was examining the effects of PBL as Learning Strategy Use in enhancing the students’ oral grammar as one aspect speaking skills in EFL class, grade 11 students in focus.. There were two research groups: the experimental (treatment) and comparison groups. The study was conducted in Biftu Nekemte Secondary School (BNSS). The population of the study included all grade 11th students who enrolled in 2014/2022 academic year. The current study comprised a non-randomized pre-test, post-test comparison group design as a kind of quasi-experimental research. The researcher employed multi-stage sampling technique. The number of students participated in the study were 48 in experimental group and 49 in comparison group. Pre and posttest instrument was adopted from Brown (2004)’s speaking performance rubric. Indeed, the researcher adapted only the grammar section of the rubric. Series of statistical operations were employed to compute the quantitative section of the study. Descriptive statistics tools of pretest and posttest groups were calculated to check whether data received is parametric or not. Besides, independent t-tests were run. Equally important, Cohen’s Kappa (for inter-rater reliability) and Cohen’s D (Effect Size) were run as well. It was concluded that applying problem based learning as learning strategy use improves EFL learners’ oral grammar skills as one aspect of speaking skills significantly. Thus, a number of stake holders are recommended to consider the use of PBL as learning strategy in EFL class, particularly, for oral grammar teaching and learning. VL - 2 IS - 1 ER -
Department of English Language and Literature, Wallaga University, Nekemte, Ethiopia
Department of Development Communication, English Language and Literature Ethiopian Civil Service University, Addis Ababa, Ethiopia
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