Evaluating the Quality of Research on Problem-based Learning in Korean English Classrooms

Authors

  • Insuk Han

    Department of Liberal Arts, Pukyong National University, Republic of Korea

DOI:

https://doi.org/10.30564/fls.v6i3.6637
Received: 3 April 2024 | Revised: 28 April 2024 | Accepted: 22 May 2024 | Published: 27 August 2024

Abstract

Alongside the increasing concern of the Korean state in preparing for the 4th Industrial Revolution (4IR) era, Korean national (English language) curricula are being reconstructed to educate students about criticality, creativity, communication, and collaboration. Problem-based learning (PBL) is one of the effective pedagogical approaches to facilitate these competencies alongside different disciplines including English language competency. Thus, teachers and teacher educators in Korean English language teaching (ELT) need quality-assured research cases that address PBL-based ELT programmes in the Korean context for their references. In this study, the qualities of research on PBL-based ELT programmes in Korea are systematically reviewed, focusing on aspects of the statement of research purposes, conceptual frameworks of PBL, procedures of PBL application, evaluation of the PBL effects, and revealed limitations, and implications for improvement. Based on the findings, implications for improving research on PBL in Korean ELT are discussed.

Keywords:

Problem-based learning (PBL); English language teaching; Systematic review; Implementation of PBL; Quality of research

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How to Cite

Insuk Han. (2024). Evaluating the Quality of Research on Problem-based Learning in Korean English Classrooms. Forum for Linguistic Studies, 6(3), 813–823. https://doi.org/10.30564/fls.v6i3.6637

Issue

Vol. 6 , Iss. 3 (September 2024)

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Article

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Copyright © 2024 Insuk Han

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This is an open access article under the Creative Commons Attribution 4.0 International License.