효과적인 대학 PBL 영어 수업 설계 및 적용을 위한 질적 메타분석

Abstract

The purpose of this study is to identify the factors of effective Problem-Based Learning (PBL) education in college-level English classes through a qualitative meta-analysis and to suggest future directions. To this end, research data were gathered using keywords related to PBL, instructional design, and university English, excluding dissertations and reports for reliability. After excluding irrelevant or duplicate studies, 17 qualitative studies on PBL in university English classes were included for meta-analysis. The research articles finally selected were published within the last 10 years and used qualitative research approaches. The results of the analysis indicated that the PBL courses can be effectively implemented with resourceful examples that suit learners’ readiness and the method of code-switching can be helpful for low-level learners. Teachers are encouraged to consider strategies for team building, personalized guidance, and constructive feedback, as these can contribute to more effective teaching and learning experiences.