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This thesis integrates Problem-Based Learning (PBL) and Instructional System Design principles into English language teaching. The three main purposes of this quasi-experimental study were 1) to develop effective lesson plans based on Problem-Based Learning for teaching English Conversation for a Daily Life Course, 2) to compare the students’ pre and post-test scores of the English Conversation Test and learning achievement of the Practical English Course, and 3) to investigate the students' attitudes towards learning through PBL Instruction. The subjects were 40 Pharmacy and industrial pharmacy faculty bachelor’s degree students at the institute of pharmaceutical education and research, Yunusabad 19, Campus. They were separated into two groups, namely experimental and control. The results revealed that the PBL teaching method developed from the PBL Model was effective for teaching English Conversation for the Daily Life course according to the modern standard. The students’ post-test score of the English Conversation Test was significantly higher than that of the pre-test at the beginning level, and the students’ learning achievement score of the experimental group in learning Practical English Course was higher than that of the control group who learned through the traditional teaching method. Finally, students revealed a very positive attitude towards learning through use of the PBL method. Thus, it can be said that the PBL method in this study is effective and can be used in English language teaching. |
