An Experimental Study Of Problem-Based Learning In College English Writing

Little attention has been paid to college English writing instruction, in which the traditional product-orientated approach is still widely used. The actual situation in the present college English writing instruction does not match the goals set in College English Curriculum Requirements (for Trial Implementation)(2004). An effective new approach is needed to practice.Problem-Based Learning(PBL) sets students in a complex problem situation where they are motivated to engage in self-directed learning (SDL) and, then by working in collaborative groups to identify what they need, apply their new knowledge to the problem and reflect on what they have learned and on the effectiveness of the strategies employed. Given the basic principles of PBL, the researcher introduced the method of annotated reading into college English writing instruction. Based on the problems emerging from their annotated reading, students work in groups to write compositions on topics chosen by themselves.The present study spanned from Sep.,2006to Jan.,2007in college English writing instruction for non-English major sophomores. Experimental class and control class was compared in the study.33subjects in each class participated in this experiment. The study aims to discuss:1. Does PBL have more positive effects on college students’ English writing in comparison with the traditional product-based approach?2. Does PBL based writing approach also contribute more to the students’ improvement in other linguistic skills, as reading and listening compared with the traditional product-orientated writing approach?The present study combined qualitative analyses and quantitative analyses. PBL approach was used in the experimental class while product-based approach was used in the control class. Some of the data, including students’ thinking journal, annotated readings, group discussion recordings and interviews with students were collected for qualitative analyses. The other data, including scores in tests and Writing Attitude Questionnaire, were collected for quantitative analyses processed by SPSS14.0. The qualitative analyses show students in the experimental class changed in English writing attitudes and behaviours in the following aspects:1. Greater confidence in English writing and a greater sense of belonging to groups, with more things to write.2. Thinking abilities improved, and more profound and creative questions raised in classroom.3. English writing strategies optimized, especially cognitive, metacognitive and social/affective strategies.The quantitative analyses show changes emerged between the experimental class and control class after the experiment, which were at the same level before the experiment.1. The experimental class was better than the control class in English writing, though the students at low level in both classes improved little.2. The experimental class was far better than the control class in English reading.3. The experimental class was a little better than the control class in English listening.4. The experimental class was more positive than the control class in English writing attitude and behaviours..Based on the qualitative analyses and quantitative analyses, the present study comes to the following conclusions:PBL approach in the researcher’s experiment has produced:1. More positive effects on students’ integrated English competence as well as English writing competence. However, the positive effects on English writing can not be clearly identified on students at low level of English writing competence;2. More positive effects changing students’ English attitude and behaviours to the right track. Students made a transition from passive learners to active learners, with thinking abilities improved.