Strength for Today and Bright Hope for Tomorrow

Volume 9 : 10 October 2009
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         K. Karunakaran, Ph.D.
         Jennifer Marie Bayer, Ph.D.



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Copyright © 2009
M. S. Thirumalai


Using Problem Based Learning Technique in
Teaching English Grammar

R. Karthikeyan, Venkatraj, Ph.D. and G. Baskaran, Ph.D.


Present Education system is primarily concerned with transferring substance to the learner and thus little importance is placed on the role of learning activity. Problem-based learning is considered as a strategy which gives enough opportunity for the students to learn on their own. It is based on the assumption that learning is the process of constructing knowledge rather than merely obtaining it. It encourages independent learning and gives students practice in tackling puzzling situations and finding suitable solutions to the problem on hand. This paper presents an overview on PBL (Problem-based learning) and how this technique can be used in teaching English grammar and the criteria for assessing the performance of people involved in the process.

Key words: PBL, Learner-centered Learning, Objectives, Process, Assessment


PBL was created by Barrows in 1986 as an alternative instructional method by letting the students to solve problems rather than having them learn mainly through lectures. The role of a teacher in PBL is very limited and the teacher is called as Facilitator as he/she facilitates the learning by providing a conducive atmosphere for learning.

PBL is an approach to structuring the curriculum which involves confronting students with problems from practice which provides a stimulus for learning [1]. PBL is an approach which focuses more on what students do than what the faculty does. "Not just a method but a way of learning" observes Charles E. Engel [2] in the book The Challenges of Problem Based Learning.

Internet is considered as the source of knowledge. Students resort to Internet to gain knowledge on any topic. Its role in PBL is immeasurable. During the different phases of PBL, students need to access Internet in order to collect information relevant to the problem and the facilitator will guide the students to navigate through relevant sites.


PBL consists of both a curriculum and a process. The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and cooperative learning skills. The process replicates the commonly used systemic approach to resolve problems or meeting challenges that are encountered in life and career [3]

PBL is an instructional method that challenges students to "learn to learn," working cooperatively in groups to seek solutions to real world problems. These problems are used to engage students' curiosity and initiate learning the subject matter. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources. Barrows defined PBL as "[…] the learning which results from the process working towards the understanding of, or resolution of, a problem.[4]

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Spelling Variations in Kannada | A Survey of the State of the Art in Punjabi Language Processing | The Representation of Homosexuality - A Content Analysis in a Malaysian Newspaper | Noun Reduplication in Tamil and Kannada | Journey of Self-discovery in Anita Nair's Ladies' Coupé | A Study of Communicability and Intelligibility of Advertisements in Tamil With Special Reference to Tooth Paste and Health Drink | Explicit Grammar Instruction | Teaching English as a Second Language Using Communicative Language Teaching - An Evaluation of Practice in India | Discovering Values in English Language Teaching | The Core Functions of the Hindi Modals - Speech Act Approach | Textbook Analysis of English for Engineers | Cross-Professional Collaboration on E-Learning Courses | Reading Arundhati Roy's Fiction The God of Small Things Through Her Non-Fiction | Teaching English through Indian Writing in English in Rural India | Proverbs in Modern Tamil and Telugu Societies | Using Problem Based Learning Technique in Teaching English Grammar | Problems in Reading Comprehension Skills among Secondary School Students in Yemen | The Literary Value of the Book of Isaiah | Will Sentences Have Divergence Upon Translation? : A Corpus-Evidence Based Solution for Example Based Approach | HOME PAGE of October 2009 Issue | HOME PAGE | CONTACT EDITOR

R. Karthikeyan
PACR Polytechnic College
Tamilnadu, India

Venkatraj, Ph.D.
PACR Polytechnic College
Tamilnadu, India

G. Baskaran, Ph.D.
Research Center in English
VHNSN College
Tamilnadu, India

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