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All Journal ASIAN TEFL International Journal of Language Teaching and Education
Muhammad Mukhtar Aliyu
Bauchi State University
Education Languange, Linguistic, Communication & Media Social Sciences

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A Problem-based Learning Approach and Its Effects on the Writing Performance of Nigerian Undergraduates Muhammad Mukhtar Aliyu; Yong Mei Fung; Sabariah Md. Rashid; Vahid Nimehchisalem
International Journal of Language Teaching and Education Vol. 4 No. 1 (2020): Volume 4, Issue 1, Juli 2020
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v4i1.8750

Abstract

Writing is considered as an important but a difficult language skill for undergraduates. To develop writing skills, undergraduates need to be given the opportunity to interact with and help one another in the writing process. They also need to be supported by teachers in the process. However, most of the traditional teaching methods adopted by writing instructors in Nigeria do not allow students to interact in the learning process. In this light, this study investigates the effects of a problem-based learning approach (PBL) on the writing performance of Nigerian undergraduates. The study employed a pre- and- post-treatment quasi-experimental research design. The participants (n=18) involved in the study were an intact class of second-year students taking English composition course and two tutors in a college in North-eastern Nigeria. The study was conducted over a period of 12 weeks. To determine the effects of PBL on the participants’ writing performance, a rating scale was used to rate the content, organisation, vocabulary, grammar and mechanical accuracy of the pre- and post-treatment writing scripts. A paired-sample t-test analysis was run to compare the mean scores of the undergraduates’ pre- and post-treatment writing. The results showed significant improvements in all the components (content, organisation, vocabulary, language use and mechanics) of the participants’ writing in the post-treatment. The paper concludes with a discussion on the pedagogical and theoretical contributions of the findings. It provides writing instructors with a student-centred approach that would help to develop their students’ writing skills.
Tutors’ Experiences and Perceptions of a Problem-based Learning Approach in an ESL Writing Classroom Muhammad Mukhtar Aliyu
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 4(2), 2019
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (400.81 KB) | DOI: 10.21462/asiantefl.v4i2.74

Abstract

This study investigated tutors’ experiences and perceptions of using a problem-based learning approach (PBL) in an ESL writing classroom. The participants of the study are two Nigerian tutors who facilitated an intact class of 18 second-year students in an English composition course which lasted for 12 weeks. Data were collected through semi-structured interviews. The tutors were interviewed after the implementation of the PBL process. The overall findings of the study show that the tutors have positive perceptions of the use of PBL in a writing classroom. Specifically, the findings reveal the tutors’ positive experiences and perception of the workshop conducted prior to the PBL process, the ill-structured problems presented to the students, tutor facilitation and students’ group activities. Finally, the paper gives some pedagogical implications which would give insight for better implementation of the PBL approach.
Co-Authors Sabariah Md. Rashid Vahid Nimehchisalem Yong Mei Fung