Abstract

This study investigated secondary school students’ perceptions of the implementation of the problem-based learning (PBL) strategy in English language instruction in Amman, Jordan. Quantitative research design was employed, alongside a descriptive-analytical approach. Data was collected through a researcher-developed questionnaire based on a five-point Likert scale. A purposive sample of 486 male and female eleventh-grade students was selected from three public and three private secondary schools in Amman. The questionnaires were distributed manually during the second semester of the 2024–2025 academic year, and all responses were successfully collected for statistical analysis using SPSS. The findings revealed that students generally held positive perceptions of the use of PBL in the English language course. Moreover, the strategy was perceived as significantly contributing to the development of students’ core language skills—listening, speaking, reading, and writing—as well as enhancing their abilities in delivering presentations, engaging in effective communication, conducting inquiries, and articulating personal opinions. Based on these results, the study recommends offering targeted training programs for English language teachers in both public and private schools across Jordan, focusing on PBL pedagogy and promoting broader access to such instructional strategies through free professional development opportunities.

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