The Application of the Problem-Based Learning Approach to Teaching English Grammar through the Internet
DOI:
https://doi.org/10.58459/icce/2013/1100Abstract
The purpose of this study was to identify the effects of problem-based learning (PBL) instruction on Chinese-speaking university students’ English grammar learning by means of the Internet. To achieve this purpose, this study examined whether or not the PBL approach can improve students’ knowledge of verb complements by comparing the data collected from two types of instruction : (1) PBL instruction with 26 participants and (2) non-PBL instruction with 30 participants. All participants attended a course that used the same textbook and the same Internet resources. The grammar pre- and post-tests were administered at the beginning and end of the study. The findings showed that there were significant differences between the two groups in the total score on the post-test and the sub-test score on the blank-filling section in the post- test. By comparing the scores on the pre- and post-tests for each treatment group, the statistical results show that the PBL group achieved significantly higher post-test mean scores than its pre-test mean score. The study implies that PBL in university English courses has the potential to enhance acquisition of grammar knowledge.