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.
Highlights
Over the last few decades of intensified globalization, English has been adopted as an international language [1] and attracted increased attention from educators and learners [2]
In the domain of language content, we observed that the instructor allocated more than 86% of the instructional time in dense cognitive content to deliver new or higher-order thinking content to the students in both the problem-based learning (PBL) and traditional classes
To conclude, using a multi-dimensional and multi-categorical classroom observation instrument, we described and compared how a university instructor allocated her instructional time in PBL and traditional classrooms
Summary
Over the last few decades of intensified globalization, English has been adopted as an international language [1] and attracted increased attention from educators and learners [2]. In China, English proficiency is considered an essential skill for students from elementary school to university. All non-English majors are required to take at least one year of College English (CE) [3,4]. The newly formulated Guidelines for College English Teaching [5] emphasized that College. English should cultivate students’ language usability, enhance their intercultural awareness and communicative capability, to develop students’ autonomous learning capability to meet their needs in their future study, life, job, and communication. The Guidelines recommended the use of collaborative, Behav.
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