PBL improves EFL reading proficiency and metacognitive reading strategies, though some studies lack control groups¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Four reviewed studies report PBL groups showed higher reading proficiency and metacognitive reading strategy awareness than lecture-based or non-PBL groups. → Guo Qian 2024

Evidence¶

Guo Qian 2024¶

Guo Qian, Jamil Halimah, Ismail Lilliati, Luo Shujie, Sun Zhubin. (2024). Effects of problem-based learning on EFL learning: A systematic review. PLOS ONE. https://doi.org/10.1371/journal.pone.0307819

q2 · i? · review · r2

Narrative synthesis of four studies (Studies 2, 8, 13, 24) on reading proficiency. Study 13 was a web-based reading course with a control group; the review reports the PBL group "achieved significantly higher adjusted mean scores on the posttest".

"Lin's [26] Study 13 integrated PBL into a web-based English reading course and found that the PBL group achieved significantly higher adjusted mean scores on the posttest compared to the non-PBL group."

Discussion¶

Related Claims¶

• Metacognitive strategy use correlates positively with EFL reading comprehension achievement (r = .54) — related
• PBL improves EFL writing proficiency across nine reviewed studies, including essay, paragraph, and descriptive writing — related
• Metacognitive strategies, effort regulation, and coping with problems significantly predict Japanese EFL learners' proficiency — related
• A single reviewed study suggests PBL improves EFL listening comprehension, leaving a clear research gap — related
• Upper-intermediate EFL learners trained with metacognitive strategies achieved the highest reading scores among the three strategy groups — related