Loghman Ansarian & Dr. Teoh Mei Lin,

University of Malaya, Malaysia

Problem-Based Learning (PBL) is a cognitive approach to language learning which has been of attention to language educators in the last decade. Although previous research has revealed that PBL is a promising approach to language learning, a detailed look at this approach and its effect on linguistic features of spoken proficiency of the learners is absent. In an attempt to shed light on this issue, the researcher conducted a study in the EFL context of Iran and compared the effect of problem-based mobile-assisted language learning with the conventional language learning approach (communicative language learning) in Iran. The experimental group (n=37) went through PBL instruction and the control group went through conventional instruction. The results of data analysis after 26 sessions of treatment revealed that PBL can positively affect participants' knowledge of grammar, vocabulary, spoken fluency, and pronunciation; however, in terms of task achievement, no significant effect was found. This study can have pedagogical implications for language teachers, and material developers.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.