Undergraduates’ Experiences and Perceptions of a Problem-based Learning Approach in ESL Writing Classroom

Abstract

This study investigates Nigerian undergraduates’ experiences of a problem-based learning approach (PBL) in an ESL writing classroom. The study involves an intact class of second-year students (n=18) in an English Composition course. A questionnaire was used to collect data on the participants’ experiences and perceptions of PBL. Semi-structured interview and reflective journal were also employed to substantiate the quantitative data. The overall findings of the study show that the participants had positive experiences and perceptions. They had positive experiences and perception of the ill-structured problem, facilitation and problem-solving process. The findings also show that the approach had a positive impact on the participants’ writing skills as well as other language skills. Other pedagogical implications which would give insight for better implementation of the PBL approach are presented in the study.