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Hmelo-Silver's four-step PBL implementation model applied to vocabulary tasks

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article used Hmelo-Silver's (2004) model for practical implementation of PBL. As printed, "the learning process begins by exposing a real-life problem to the students, generating hypothesis about the problem, application of hypotheses to check them, reapplication after amendment (through peer and tutor feedback)". The researcher extracted the teaching method from this model plus constructivism and Bloom's higher-order thinking, and designed the problem-based vocabulary tasks based on it.

Design Implications

Context

Requirements

  • A real-life problem must be exposed to students to start the process
  • Peer and tutor feedback must support amendment and reapplication

Constraints

  • The article states availability of problem-based materials for language classes and a step-by-step procedure for PBL in language classes were limiting issues the researcher had to overcome by designing tasks herself

Target Learners

  • intermediate adult EFL learners

Learning Goals

  • vocabulary learning through problem solving

Claims

Examples

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Key Sources

  • Fateme Shir Mohammadi. (2017). The Effect of Authentic Problem-Based Vocabulary Tasks on Vocabulary Learning of EFL Learners. International Journal of Education & Literacy Studies, 5(3). https://www.ijels.aiac.org.au
Page metadata
Field Value
type design
id hmelo-silver-pbl-implementation-model-vocabulary
title Hmelo-Silver's four-step PBL implementation model applied to vocabulary tasks
description The article used Hmelo-Silver's (2004) model for practical implementation of PBL.
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — fateme-shir-mohammadi-2017

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