Efficacy of Problem-Based Learning Strategy to Enhance EFL Learners’ Paragraph Writing and Grammar Skills

Abstract

Generally, this study investigates the impact of problem-based learning strategies in enhancing and improving English as a Foreign Language students’ paragraph writing skills. It explores the impact of Problem-Based Learning on EFL learners’ paragraph development and grammar abilities. The participants were 38 male students between the ages of 15 and 18. They were all in level ten in secondary school and attended a public learning institution in Al-Baha Saudi Arabia. Data was collected using both qualitative and quantitative approaches. The data collections were post-test and pre-test for the two age-based groups. Qualitative data was collected through video recordings of the participants. The findings from the study revealed that learners perform better in their post-tests compared with the pre-tests regarding grammar skills and paragraph writing. Thus, PBL success affects students’ motivation for improving their paragraph development and grammar skills. This is the reason for the better performances in the post-tests than in the pre-tests. Additionally, the results reveal that EFL students in the control group did not write together as would have expected. The group dynamics that would have been observed through their cooperation with one another were missing during the paragraph-writing activities. Resultantly, they did not share many of their ideas about the activities. A contrast was observed under Problem Based Learning because the students interacted and freely shared their ideas. The learning and progress of each learner were more conspicuous under problem-based learning than in the control group settings.