PROBLEM-BASED LEARNING IN FOREIGN LANGUAGE TEACHING: DEVELOPING CRITICAL THINKING
Section: GENERAL SECTION
Authors:
1.
Voronezh State University of Forestry and Technologies named after G.F. Morozov
Russian Federation
Russian Federation
Type:
Сonference article
Pages:
from 46
to 51
Published:
19.09.2025
Subject area:
UDC 811
UDC 378
UDC 378
Language:
English
Keywords:
problem-based learning, critical thinking, foreign language teaching, higher education, active learning methods, project work, intercultural competence, facilitation, case method, assessment
Abstract (English):
The article examines the application of problem-based learning (PBL) in foreign language teaching at higher education institutions as an effective method for developing critical thinking. It analyzes the key principles of PBL: relevance, active participation, critical thinking development, collaboration, and knowledge integration. The advantages of this approach are described, including the improvement of language skills, development of intercultural competence, and increased student motivation. Practical examples of PBL implementation are provided: project work, debates, role-playing games, and case studies. Special attention is given to assessment methods and the new role of the teacher as a facilitator. The article demonstrates that PBL not only enhances foreign language proficiency but also prepares students to solve real-world problems in professional and social contexts.
The article examines the application of problem-based learning (PBL) in foreign language teaching at higher education institutions as an effective method for developing critical thinking. It analyzes the key principles of PBL: relevance, active participation, critical thinking development, collaboration, and knowledge integration. The advantages of this approach are described, including the improvement of language skills, development of intercultural competence, and increased student motivation. Practical examples of PBL implementation are provided: project work, debates, role-playing games, and case studies. Special attention is given to assessment methods and the new role of the teacher as a facilitator. The article demonstrates that PBL not only enhances foreign language proficiency but also prepares students to solve real-world problems in professional and social contexts.
Keywords:
problem-based learning, critical thinking, foreign language teaching, higher education, active learning methods, project work, intercultural competence, facilitation, case method, assessment
problem-based learning, critical thinking, foreign language teaching, higher education, active learning methods, project work, intercultural competence, facilitation, case method, assessment
1. Barrows, H. S., & Tamblyn, R. M. Problem-Based Learning: An Approach to Medical Education. – New York: Springer., 2020. – 225 p.
2. Duffy, T.M., Cunningham, D.J., & Jonassen, D.H. Constructivism: Implications for the Design and Delivery of Instruction. – New York: Springer., 1996. – 225 p.
