PEDAGOGICAL AND METHODOLOGICAL POSSIBILITIES OF USING PROBLEM-BASED LEARNING ELEMENTS IN TEACHING ENGLISH

Artikova Maxim Turaboy qizi

Authors

Artikova Maxim Turaboy qizi Uzbekistan State World Languages University Senior Teacher

Keywords:

problem-based learning, English language teaching, communicative competence, critical thinking, problem situation, interactive methods, digital technologies

Abstract

This study explores the pedagogical and methodological possibilities of using Problem-Based Learning (PBL) elements in English language teaching. The research focuses on how problem situations, interactive methods, and digital technologies contribute to the development of communicative competence, critical thinking, and problem-solving skills among students. The study uses theoretical analysis and comparative review of pedagogical literature to examine both international and local research on problem-based learning. The findings indicate that PBL creates a student-centered learning environment where learners actively participate in discussion, inquiry, and solution development. In English language teaching, this approach improves speaking, argumentation, collaboration, and independent learning. The article also proposes a structured lesson model based on PBL stages and emphasizes the role of digital technologies in strengthening interactive learning. The results suggest that systematic implementation of PBL can significantly enhance the effectiveness of English language instruction.

References

Azizxo‘jayeva, N. (2006). Pedagogik texnologiyalar va pedagogik mahorat. Toshkent.

Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20, 481–486.

Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. In L. Wilkerson & W. H. Gijselaers (Eds.), New directions for teaching and learning (pp. 3–11). Jossey-Bass.

Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer.

Chen, C. H., Hung, H. T., & Yeh, H. C. (2021). Virtual reality in problem-based learning contexts: Effects on the problem-solving performance, vocabulary acquisition and motivation of English language learners. Journal of Computer Assisted Learning, 37, 1–10.

Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533–568.

Dolmans, D. H. J. M., Snellen-Balendong, H., Wolfhagen, I. H. A. P., & van der Vleuten, C. P. M. (1997). Seven principles of effective case design for a problem-based curriculum. Medical Teacher, 19(3), 185–189.

English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem- and project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2).

Farrell, T. S. C. (2015). Reflective practice in English language teaching. Routledge.

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235–266.

Hung, W., Jonassen, D., & Liu, R. (2008). Problem-based learning. In Handbook of research on educational communications and technology.

Leong, N. C. (2009). The power of problem-based learning in the EFL classroom. Polyglossia, 16, 41–48.

Motlhale, J. S., & Dudu, W. T. (2021). Enhancing 21st-century skills through problem-based learning. International Journal of Science and Mathematics Education, 20, 1573–1774.

Sentriyo, I., Sumarna, N., Rabani, L., & Arisanti, W. O. L. (2023). Integration of digital technology in the learning process through problem-based learning models. AL-ISHLAH: Jurnal Pendidikan, 15(2), 2266–2274.

Stepian, W., & Gallagher, S. (1993). Problem-based learning: As authentic as it gets. Educational Leadership, 50(7), 25–28.

Wood, D. F. (2008). Problem-based learning. BMJ, 336(7651), 971.

Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75–79.