Implementing Digital Problem-based Learning on Language Learning Strategies, Learning Autonomy and Critical Thinking Skill

PBL is embedded in constructivist theory as students make meaningful cognitive and social connections between prior knowledge and newly acquired knowledge [1]. Similarly, PBL is reported to be positively related to language learning strategies, learner autonomy, critical thinking skill as well as language proficiency of the learners. Thence, the present quasi-experimental study was conducted to explore the effect of digital PBL on language learning strategies,learner autonomy, critical thinking skill as well as language proficiency of Iranian EFL learners in different levels. In order to achieve the research objectives, a total number of 105 female learners were selected and assigned to two experimental groups using cluster random sampling. The first group was exposed to conventional PBL treatment and the second group received digital PBL training. Three questionnaires were utilized to find about their language learning strategies, (Oxford’s Strategies Inventory for Language Learning, 1990), their autonomy (Nepal English Language Teachers’ Association, 2011) and critical thinking skill [2]. The analysis of the results showed a positive effect of digital implementation of PBL on language learning strategies and language proficiency; while digital PBL was not reported to affect critical thinking skill of the learners.

Keywords:

Problem based learning (PBL) , Language learning strategies , Critical thinking skill , Learner autonomy , Language proficiency