Fostering critical thinking, creativity and language skills in the EFL classroom through problem-based learning
Fostering critical thinking, creativity and language skills
Abstract
Although problem based learning (PBL) approach in L2 classrooms might enhance students’ critical thinking and creativity while contributing to their language development, its role in these classrooms has not been fully explored. Therefore, adopting a mixed method approach, this study aimed at exploring the changes in 68 Turkish tertiary-level EFL students’ critical thinking and creativity in addition to their language abilities before and after participating in a PBL program. Quantitative data gathered through the 21st century skills scale and pre and post language tests were analyzed through both descriptive and inferential analysis for comparison while the qualitative data gathered through an open-ended questionnaire analyzed through a constant comparative data analysis method. The findings indicate a statistically significant increase in the level of critical thinking and creativity and improvement in the students’ language scores. This paper might provide a model for English teachers to integrate PBL in their classrooms to promote their students’ language skills as well as their critical thinking and creativity.
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