Abstract
The study examined the effects of the PBL approach on learning English fricatives and the Korean EFL college learners’ engagement and attitudes toward the PBL approach. In total, 43 learners participated in the study (23 in the PBL group and 20 in the non-PBL group). The findings of the study indicated that the the PBL group showed a statistically significant improvement in the pronunciation post-test (M=17.10, SD=3.27, t=2.852, p.05) compared to the non-PBL group, This finding demonstrated the importance of active problem solving, student autonomy, and interactive based collaboration. The frequency of adjective checklist also indicated that the top 10 adjectives in the PBL groups were all positive while the non-PBL group included 4 negative adjectives. The study thus provided an empirical case of application of PBL in learning English fricatives in a Korean EFL college context.
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