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A true experimental design was used with IELTS listening and speaking tests as proficiency measures. Of 95 initial learners, 75 were selected, then 48 homogeneous intermediate learners were chosen for analysis: 24 in the control group and 24 in the experimental group. Independent-sample t-test results showed significant improvement for the cognition-based PBL group, outperforming objective-based tasks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-impact-of-problem-based-learning-on-iranian-efl-learners-speaking-proficiency/589534/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-impact-of-problem-based-learning-on-iranian-efl-learners-speaking-proficiency/589534.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the primary research question of the study?","Question",{"text":112,"@type":113},"The study investigates the effect of problem-based learning through cognition-based tasks on the speaking proficiency of Iranian intermediate EFL learners, compared with objective-based tasks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants selected and grouped?",{"text":117,"@type":113},"Ninety-five learners were tested with IELTS listening and speaking; 75 were selected, and then 48 homogeneous intermediate learners were chosen as the final sample. 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To this end, a true experimental research design was employed. Ninety five (N=95) language learners studying at a language institute in the city of Esfahan, Iran were given an IELTS listening and speaking test as the proficiency test and 75 learners were selected. In the next phase of the study, a second IELTS speaking test was administered as the homogeneity test and the pre-test to seventy five (N=75) learners chosen from the population and forty-eight (N=48) homogeneous intermediate learners were selected for the study (i.e., 24 learners in control group and 24 in experimental one) . The results of an independent-sample t-test gained from the study proved that not only does implementation of problem-based learning through cognition-based tasks significantly increased intermediate participants’ speaking proficiency, but also it had more positive effect in comparison to objective-based tasks on participants’ speaking proficiency. Therefore, it is suggested that problem-based learning ought to be taken into account by educational scholars, those in charge of syllabus, material producers, language teachers and language learners.  \nKeywords: Cognition-Based Tasks, Objective-Based Tasks, EFL Learners, Speaking Proficiency, Problem-Based Learning  \n1. Introduction  \nProblem-based learning emerged as a reform in education in 1970s. As mentioned by Savery (2006, p. 9), \"it stood against the intensive lecture-based courses followed by exhausting sessions in the field of medicine at McMaster University in Canada in 1969\" . The underlying assumption of PBL was “to stay away from the standard building-block structure, where a lot of content is shoved down the throats ofthe students, which they do not retain anyway and adopt a system where students are actively involved in the learning process” (Robert & Kwan, 1997, p. 149) . This strong underlying assumption led PBL to be widely used within medicine and business, PBL soon gained popularity in other academic disciplines such as biology and physics and to a lesser degree in history and geography (Larsson, 2001) .  \nGiven EFL/ESL contexts, the fact that PBL can be possibly used to practice on students communicative skills (Larsson, 2001) sparked the first ideas about using PBL in order to enhance students’ communicative skills. Yet, a very important issue should be considered. Communication in the second language has a different psychological base and the use of language in the second language is different from the first language. Larsson (2001) explains that language is a tool when learning not a subject of it.  \nAccording to Woods et al. (1996), PBL started as a reaction to ","cbCaioUoZT85Y7kK","https://ap.wps.com/l/cbCaioUoZT85Y7kK","pdf",262360,11,"English","# 1. Introduction\n# Abstract\n# Keywords\n# 2. Methods\n## 2.1 Research design\n## 2.2 Participants and testing\n## 2.3 Data analysis","[{\"question\":\"What is the primary research question of the study?\",\"answer\":\"The study investigates the effect of problem-based learning through cognition-based tasks on the speaking proficiency of Iranian intermediate EFL learners, compared with objective-based tasks.\"},{\"question\":\"How were participants selected and grouped?\",\"answer\":\"Ninety-five learners were tested with IELTS listening and speaking; 75 were selected, and then 48 homogeneous intermediate learners were chosen as the final sample. They were assigned to a control group (24) and an experimental group (24).\"},{\"question\":\"What do the results indicate about cognition-based PBL?\",\"answer\":\"An independent-sample t-test showed that implementing problem-based learning through cognition-based tasks significantly increased speaking proficiency and had a more positive effect than objective-based tasks.\"}]","The Impact of Problem-Based Learning on Iranian EFL Learners’ Speaking Proficiency | PDF",1792067560,28]