An Exploratory Practice Study on the Impact of the Problem-Based Learning Approach in a TEYL Course on Pre-Service Primary School Teachers

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Achour Chakhar


This exploratory practice study explores the impact of problem-based learning (PBL) in a teaching English to young learners (TEYL) course on pre-service primary school teachers at the Higher Institute of Arts and Crafts of Tataouine, Tunisia. A survey was used to collect information about pre-service teachers’ attitudes towards PBL. The findings suggest that the pre-service teachers found PBL to be effective and engaging as an instructional approach in that it helped them develop their critical thinking, team-building skills, and self-directed learning. 

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evidence-based practice, exploratory practice, lecture-based instruction, problem-based learning, TEYL