Effects Of Problem_ Based Learning On Efl Learning
Lecturer: Rose m Alghanimi
Department of English
University of kerbala
INTRODUCTION
Problem based learning (PBL) has great potential to enhance learning outcomes and this potential has been investigated and proved in different disciplines by many meta-analysis studies. However, there are not any meta-analysis studies aiming to investigate the effectiveness of problem based learning in English as a Foreign Language (EFL) classrooms which is an important gap that needs to be filled. Therefore, this meta-analysis study aimed to investigate the overall effect size of PBL on achievement in EFL classrooms and to examine the possible moderator variables that might be effective on this overall effect size.
Problem Based Learning
PBL may be seen as a student-centered strategy that offers contextualized, ill-structured, and real-life problems, allows for collaborating in small groups, discussing and applying new knowledge, interaction with peers, and active participation, and provides learners with guidance, instruction, and opportunities to reflect as they increase their content knowledge (Arruzza et al., 2023).
Problem Based Learning in EFL Context
The adaptation of PBL in language classrooms does not date back more than two decades and it can be seen as a relatively new concept for EFL context (Ansarian & Mohammadi, 2018). Teachers were skeptical about the effectiveness of PBL in language classrooms at the beginning; however, it is seen as an innovative approach for language learning today (Ansarian et al., 2016). PBL is a suitable approach for language classrooms to create meaningful language teaching/learning activities, trigger engagement, and enhance motivation resulting in a meaningful language learning environment .
Conclusion and Discussion
This result is important because it shows us that PBL is highly effective to enhance the language achievement of students in EFL classrooms although it is a relatively new concept and its use in language classrooms does not date back more than two decades.
References
Arruzza, E., Chau, M., & Kilgour, A. (2023). Problem-based learning in medical radiation science education: A scoping review. Radiography, 29, 564–572. https://doi.org/10.1016/j.radi.2023.03.008 .
Ansarian, L., & Mohammadi, F. S. (2018). Problem-based learning in action: Review of empirical studies. Pertanika Journal of Social Sciences and Human .
