Problem-Based Learning in EFL Classrooms: Effects on EFL Learners Engagement in Reading Comprehension Course

Problem-based learning (PBL) has recently gained prominence because of its potential to engage learners in learning process and to encourage deep meaningful knowledge construction. This quasi-experimental research, hence, aimed at implementing PBL in an EFL context to investigate its impact on participants' engagement. Two groups of elementary level students, one as experimental group (N = ۴۰) and one as control group (N = ۴۰) whose homogeneity in language proficiency was examined by Key English Test (KET) were selected. The experimental group received PBL and the control group received lecture-based method. The two groups completed pre- and posttests of PETALS engagement instrument (PEI). The results, based on multivariate analysis of covariance and one-way analysis of covariance, indicated that the PBL group had higher engagement. To have highly engaged successful learners in reading comprehension classes, practitioners in EFL context should pay special attention to student-centered methods like PBL.

کلیدواژه ها:

Engagement ، Problem-based Learning ، Reading Comprehension ، self-directed learning ، collaboration