pbl in speaking2.pdf
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Using Problem-Based Learning Instruction to Activate Students’ Participation in Speaking English By Chalermsri Jogthong, English Program, Faculty of Humanities and Social Sciences, Nakhon Rachasima Rajabhat University Abstract This article was the reflection of author’s experience on trying out the teaching of English listening and speaking class utilizing problem-based learning instr uction. The steps of problem-based learning were summed up. Both successful and unsuccessful lessons were discussed, and then, lesson learned was provided. Introduction “Advanced Academic English Listening and Speaking is a required course provided for students majoring in Teaching English as a Foreign Language (TEFL). It is intended to be a b asic course for graduate learners’ preparation on English competency before they enter their field of study. The course description emphasizes the practice of listening and speaking English academically through discussion, lecturing, and oral presentation. T wenty three students have enrolled for this course. They include one Japanese and three other foreigners who are the natives of English-- one British, one South African and one Si ngaporean. Most of the students are teachers teaching English in the surrounding area. Others are Japanese teachers and office workers who have experienced intensive English learning in their undergraduate courses. As an instructor, one has to design an instructional method to suit the students’ different backgrounds.” This scenario is of my own. It is different fr om most of my Eng lish teaching and learning situations. First of all, the course focuses on aural-oral language skills, wi thout particular content emphasis, as stated in the course description. The main purpose of the course is merely to help learners to improve and adjust their English speaking and
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