The Application of Problem-Based Learning (PBL) to College English Reading Instruction

Min Wang

doi:10.71222/krghtb17

Authors

Min Wang Jilin Engineering Normal University, Changchun, Jilin, China Author

DOI:

https://doi.org/10.71222/krghtb17

Keywords:

problem-based learning (PBL), college English reading, college students

Abstract

This study investigates the application of Problem-Based Learning (PBL) in college English reading instruction. PBL, a student-centered pedagogical approach, addresses the limitations of traditional teaching methods by encouraging active problem-solving, collaboration, and knowledge construction. The study outlines a comprehensive five-stage framework for PBL implementation: (1) designing real-world problem scenarios, (2) facilitating collaborative information gathering, (3) promoting group discussions, (4) organizing classroom presentations, and (5) conducting teacher-led reflection and evaluation. This cyclical model not only transforms students into active learners but also deepens their comprehension of texts through contextualized language use and collaborative exploration. Additionally, it repositions the teacher’s role from a traditional knowledge dispenser to a facilitator, guiding students through the learning process. The findings indicate that PBL can effectively enhance college English reading instruction, offering a valuable framework for educators aiming to adopt innovative, student-centered approaches to teaching.

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