Abstract

Language skills, critical thinking, and problem-solving abilities are essential in studying and career development. Thus, this study investigated the effects of problem-based learning (PBL) in an English as Foreign Language (EFL) classroom on junior college students in Taiwan. It used a quasi-experimental study design implemented in a news course for one semester. The participants were thirty-three English-major students who enrolled in a reading course in the Department of Applied English. Two sets of questionnaires, including a twelve-item midterm questionnaire and a twenty-two-item final questionnaire, were used. These collected data about students’ perceptions regarding the effectiveness and benefits of using PBL in EFL classrooms. Additionally, their perceptions about the choices of reading materials were considered. They had a very positive attitude toward the benefits of using PBL in class activities, especially in terms of stimulating their continuous acquisition of new and relevant knowledge, the confidence to present their ideas, and ability to value peers’ comments. Further, the students preferred PBL over lectures. Nevertheless, they also expected the topics in PBL could be chosen by themselves, especially female students, for the purpose of their being familiar and having interest to get the relative information.