ENGLISH TEACHERS’ PERCEPTIONS OF THE BENEFITS AND CHALLENGES IN IMPLEMENTING PROBLEM-BASED LEARNING

Abstract

This study explores English teachers’ perceptions of Problem-Based Learning (PBL), focusing on its benefits and challenges in classroom implementation. Data were collected through questionnaires and interviews with English teachers actively using PBL in their teaching practices. Findings indicate that teachers perceive PBL as an effective approach to enhance students’ communication, collaboration, and critical thinking skills, contributing to a more engaging and dynamic learning environment. However, teachers also reported challenges such as designing relevant problem scenarios, managing limited instructional time, and encouraging equal participation among students. These insights provide valuable guidance for educators and curriculum developers to optimize PBL application in English language teaching.