Abstract
This research explores the implementation of grammar intervention problem-based learning(PBL). This research was conducted in Sichuan Province, China, taking 60 tenth-grade students as the sample from Jiangwai Middle School and an English teacher as a participant. Observation, questionnaires, and interviews were used for data collection. The data were analysed using Miles and Huberman’s(1984) four types of analytical activity and presented descriptively. The Informal Reading Inventory (IRI) shows that there was a significant improvement in student’s English reading comprehension after using grammar intervention in PBL pedagogy. The implementation strategy was discussed, and it can be used to enhance middle school students’ English reading comprehension.
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