Problem-based learning (PBL) is a pedagogical approach that helps learners develop (meta)cognitive and social skills. In PBL, students identify problems, design strategies, implement them, and reflect on their resolution process. When applied in English language teaching (ELT), students interact throughout these phases, developing language competencies. However, PBL application has not been methodically reviewed, despite its potential to reveal pedagogical advancements. This study systematically examines PBL implementation in Korean ELT, focusing on (a) target areas, pedagogical effects and measurement tools, (b) PBL types, and (c) teacher and student roles. The findings and discussions provide instructors with rationales for PBL application in ELT.