A Comparative Study of Problem-Based Learning and Traditional Approaches in College English Classrooms: Analyzing Pedagogical Behaviors Via Classroom Observation

Abstract

In this study, we described and compared an English as a foreign language (EFL) teacher’s pedagogical behaviors in traditional and problem-based learning (PBL) classroom settings in a Chinese university. In spring 2019, we collected six 45-min videos, three in each condition, covering three modules: (a) warm-up and vocabulary, (b) essay structure, and (c) writing. The analyses of the teacher’s pedagogical behaviors and her interaction with students indicated that the instructor spent most of the instructional time delivering higher-order thinking content in both traditional and PBL classes. The teacher’s activity structure influenced students’ communication mode. Although the instructor provided students with more group discussion activities in the PBL classroom, lecturing was observed to be the primary delivery method in both classes. These results suggest that the application of PBL strategies in the EFL classroom did not significantly restructure the teacher’s pedagogical behaviors, and thus, failed to achieve the goal of providing students with more opportunities for improving their expressive English language proficiency. These findings underscore the need to develop an effective PBL-related curriculum and professional development opportunities for EFL teachers to effectively implement the PBL approach in the classroom.

The Integration of the Communicative Language Teaching and the Conventional Approach to Teaching English in Chinese College

“…It aims to instill knowledge into learners' brains with high efficiency. For example, Tang et al [1] argue that the earlier teaching methods used in English Teaching in China were teacher-centered grammar-translation (GT) and audiolingual methods. Grammar translation methods mainly carry out grammar teaching through translation and interpretation.…”

“…Tang et al [1] argue that the earlier teaching methods used in English Teaching in China were teachercentered grammar-translation (GT) and audio-lingual methods. Many researchers believe both methods trade language as a skill or habit acquired through repetition and imitation.…”

Under Psychological Safety Climate: The Beneficial Effects of Teacher–Student Conflict

“…Cognitive conflict also provides a chance for students to receive, justify, evaluate, and refine their ideas from teachers. Asking teachers questions can enhance students’ learning initiative and improve students’ class involvement [ 6 , 45 ]. Even if these questions are not helpful or disruptive, the behavior of putting forward questions is valuable [ 46 ] because it is an outcome of students’ deep thought, which can also enhance students’ innovative competence.…”

Geology and Environment: A Problem-Based Learning Study in Higher Education

“…are an essential part of the education process" [4] (p. 12). However, recent international studies indicate lecture-based learning is still the primary applied method in the classroom in higher education [5].…”

“…As an educational method, PBL has been gaining ground and many studies point out several advantages: student satisfaction [28], ability to integrate new information into previous knowledge [29], a greater ability to transfer concepts to new problems [30], better results [31], development of various general skills [32], increasing student attitudes and interest in a STEM career [33], providing more opportunities for students' collaboration, and, thus, promoting higher-order thinking skills [5] and enhancing student achievement [34], among others. In broader studies, literature reviews and meta-analyses reported positive reactions to the methodology [35], gains in attitudes [36], and retention of knowledge for longer periods of time compared to the traditional methodology [37], increasing articulation compared to other active learning strategies [20], but not always better academic results [38].…”