The Impact of Student-Centered Teaching and Problem-Based Learning on University English Language Courses

Abstract

Key words: innovative approach, problem, learning a language, quality of education, theoretical and empirical method, level of language Over the last few years, educational reforms have been rapidly implemented using innovative approaches. The need to try new approaches to teaching languages and the issue of improving the quality of education, have become increasingly urgent. Therefore, programs in curriculum development can definitely not adopt Problem-Based Learning (PBL) as a higher education strategy. The purpose of the present study was to investigate the relationship between student-centered teaching approach and problem-based learning in the context of language teaching. Problem-based learning is a method where complex, contemporary problems are used as a way to lead students develop their critical thinking. In addition to the content of the course, problem-based learning can stimulate critical thinking skills, problem-solving abilities and communication skills. It also gives students opportunity to work in groups, find research materials, as well as develop skill in self-monitoring and self-evaluation. The study was conducted using theoretical-empirical research methods of observation, description, comparison, contrast and analysis. As a result, students demonstrated a higher level of motivation to learn and achieved more impressive learning outcome. In particular, this study highlights the importance of combining students’ learning abilities with the right types of learning activities. The problem-centered approach also promoted the acquisition of new and relevant knowledge, creating free and relaxed atmosphere. Students agreed that were motivated to learn and use the English language (89 %). However, some students (60 %) claimed that they lacked time to spend on problem solving and sometimes they had difficulty in finding relevant materials. Among the four basic language skills, respondents rated reading skills as the most effective in problem-based learning and accepted that problem-based learning had a moderate effect both on their vocabulary and grammar.