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Using Hybrid Problem-based Learning (HPBL) Approach To Enhance Libyan Efl Students Engagement With English Language

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dc.contributor.authorEman Fathi Bareshen_US
dc.contributor.authorSuraini Mohd Alien_US
dc.contributor.authorRamiaida Darmien_US
dc.date.accessioned2024-05-28T04:27:04Z
dc.date.available2024-05-28T04:27:04Z
dc.date.issued2019
dc.date.submitted17/2/2020
dc.descriptionVolume :7 No:2en_US
dc.description.abstractThis article explores how the Hybrid Problem-Based Learning (HPBL) approach can improve the Libyan EFL learners’ performance in English language speaking. The paper employed the case study research design in which qualitative data through observation and interview were collected and analysed thematically. The participants involved in the study were 30 first-year undergraduate students in one of the Libyan public universities. The study was conducted in the period of 9 weeks. The course was conducted alternatingly between traditional and PBL lessons. The PBL lessons were based on 7 steps of Schmidt, Dauphinee and Patel (1989). At the end of each PBL lesson, students presented their possible solutions for the problem presented in a form of oral presentation (OP). It was found that after undergoing the HPBL process, the speaking ability of the learners improved in fluency, grammar, comprehension, vocabulary, confidence level, intonation skills and pronunciation. It is, thus, concluded the HPBL approach is a worthwhile alternative for English lecturers for the transformation of the stagnant approach to the teaching of English language in the Libyan EFL context.en_US
dc.identifier.epage20
dc.identifier.issn2202-9478
dc.identifier.issue2
dc.identifier.spage9
dc.identifier.urihttps://www.journals.aiac.org.au/index.php/IJELS/article/view/5347
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/5663
dc.identifier.volume7
dc.language.isoen_USen_US
dc.publisherAustralian International Academic Centre PTY LTDen_US
dc.relation.ispartofInternational Journal of Education and Literacy Studiesen_US
dc.subjectHybrid Problem-based Learning, Libyan EFL Learners, Speaking Achievementen_US
dc.titleUsing Hybrid Problem-based Learning (HPBL) Approach To Enhance Libyan Efl Students Engagement With English Languageen_US
dc.typeArticleen_US
dspace.entity.typePublication

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