Enhancing communication and reducing anxiety: The role of problem-based learning in EFL learners’ psychological development

Problem-based Learning, an instructional approach focused on solving real-world problems, fosters self-guided learning under a facilitator's direction. It is useful in developing language skills, supporting active learning, and enhancing psychological factors. However, PBL is not widely used in teaching foreign languages due to potential effects on learner anxiety, confidence, and communication readiness. This study examined the effects of problem-based learning (PBL) on EFL learners' willingness to communicate (WTC), self-efficacy (SE), and classroom speaking anxiety (CSA). A total of 90 intermediate-level Iranian EFL learners were randomly assigned to three groups: online PBL, conventional face-to-face PBL, and a non-PBL control group taught with the Top Notch 1A textbook through communicative language teaching. Data were collected using established questionnaires, and results were analyzed through ANCOVA. Findings revealed that both online and conventional PBL groups significantly outperformed the control group in WTC and SE, while also showing greater reductions in CSA. The online PBL group achieved the strongest gains across all three affective variables, highlighting the particular affordances of digital collaborative environments. These results highlight the potential of PBL, especially in online formats, for enhancing communicative confidence and reducing anxiety in EFL contexts.