Online Problem-Based Learning: Possibilities for Engineering Vocabulary Acquisition in ESP Course at Technical University

Abstract

The article aims to examine the effect of the online problem-based learning (PBL) method on engineering-related vocabulary acquisition by ESP students and their satisfaction with the learning experience. The study involved 70 third-year undergraduate students at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” (Kyiv, Ukraine). They were taught with the use of traditional methods (control groups) and PBL method employing different online platforms, such as, Quizlet, LearningApps, Wordwall, and Quizizz (experimental groups). The learning outcomes were assessed using a vocabulary test and compared by means of the Fisher Criterion using online statistical software. The data about the students’ attitudes towards online problem-based vocabulary learning was collected with the use of a questionnaire in Google forms application which was automatically processed and analyzed by the authors. The findings of our study showed that the students who were taught with the PBL method online had statistically higher results in vocabulary acquisition than those taught with traditional methods. Students’ attitude to problem-based vocabulary learning was positive. Based on our findings we can conclude that the factor of the authenticity of the problems plays a vital role in vocabulary learning, makes it more enjoyable and meaningful for students, promotes their motivation and self-direction. The use of online vocabulary learning tools and videoconferencing technologies provides the students with a considerable degree of flexibility and autonomy and creates an opportunity to study at various locations. The online mode of instruction is appropriate for the context of distance learning, which is especially valuable during the pandemic.