Effect of Problem- Based Learning on Iranian EFL Learners' Argumentative Writing Performance
Subject Areas : All areas of language and translation
Somaieh Abdollahzadeh
1
,
Saeideh Ahangari
2
*
,
Mahnaz Saeidi
3
1 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Keywords: Argumentative Writing, Learner-Centered Teaching Approach, Problem-Based Learning, Process Writing Approach, Writing Skill,
Abstract :
Teaching and development of writing skill in foreign language education is very important, but it has been regarded as a challenging task for some teachers especially in the context of teaching English as a Foreign Language, In this respect, different teaching approaches, including Problem-Based Learning (PBL) have been developed to help learners improve their writing skills. This study sought to investigate the effect of problem-based learning on Iranian EFL learners’ argumentative writing performance. To fulfill the above purpose 46 EFL upper intermediate female learners within the age range of 16-18 were selected through a convenience sampling design, out of a population of 73 learners, based on their performance on a First Certificate in English test (FCE). Then, they were randomly assigned into two groups of problem-based and traditional product- based group. Both groups took a pretest at the beginning of the study to measure the amount of pre-existing knowledge on argumentative writing performance including its components of (Generic features, syntactical language, and spelling) and a post-test in the end to check the effectiveness of the treatment applied. PBL group benefited from PBL method and the control group received traditional writing instruction method. The results of the study, based on the analysis of covariance, indicated that PBL group outperformed the control group in writing performance, including its component of generic features, syntactical language, and spelling. Teachers, EFL learners, material developers, and syllabus designers can be the beneficiaries of this inquiry's outcomes.
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