Teaching writing through PBL in an outcomes-based ESL setting

Abstract

This study uses Problem-based learning to teach the skill of writing to intermediate-level students at an Intensive English Program, in a mid-sized Midwestern university. A sevenweek instructional unit was designed to test the effectiveness of the Problem-Based Learning method for teaching the skill of writing. The instructional unit was tested for efficacy in meeting the outcomes while creating greater student empowerment, understanding of the materials, generating student involvement and enhancing students’ critical thinking and problem solving skills. The study also tested the effectiveness of the suggested model, which was followed to design the instructional unit. The effectiveness was gauged by examining student involvement, understanding of the materials and performance at writing, which was measured through the essays written by the students in class.