Translanguaging in problem-based learning: Fostering critical speaking skills in an Islamic boarding school

Although problem-based learning (PBL) and translanguaging are recognized as effective pedagogical strategies, their synergistic integration remains underexplored. This study seeks to investigate the integration of translanguaging into PBL to foster students' critical speaking skills. This explanatory mixed-methods research involved the sixty-two students of the 12th grade of the Islamic senior high school at an Islamic boarding school in Gresik, Indonesia. The quantitative data were obtained from a quasi-experimental research design divided into an experimental group (PBL with translanguaging) and a control group (regular instruction) through pre- and post-speaking tests and questionnaires. Meanwhile, the qualitative data were obtained from reflective journals and semi-structured interviews. The quantitative data were subsequently analyzed using SPSS 26, and the qualitative data were analyzed using a thematic pattern. The results showed a significant improvement in the experimental group (p < 0.001); the students demonstrated significant gains in fluency and coherence based on IELTS criteria, alongside increased confidence. The translanguaging reduced anxiety and enabled students to express critical ideas in their native language during the planning phase. The study implies incorporating translanguaging into student-centered pedagogy as it is crucial for affirming multilingual identities and ensuring equitable participation, and for offering a scalable framework for bridging trilingual repertoires with critical English discourse.