A Study on the Effectiveness of Grammar Intervention PBL in Secondary School English Reading in China

Authors

  • Xu Ke Faculty of Education and Liberal Studies, City University Malaysia, 46100 Petaling Jaya, Selangor, Malaysia
  • Puteri Roslina Abdul Wahid Faculty of Education and Liberal Studies, City University Malaysia, 46100 Petaling Jaya, Selangor, Malaysia
  • Gao Tingting School of Jiangyou Foreign Language, 140 Shicheng Rd West Section, Jiangyou, Mianyang, 621700 Sichuan, China

DOI:

https://doi.org/10.56225/ijassh.v2i4.274

Keywords:

Grammar intervention, Problem-based learning, Comprehension, English reading

Abstract

This paper compares the effectiveness of grammar intervention problem-based learning (GIPBL) and problem-based learning (PBL). PBL is a constructivism-based popular teaching pedagogy previously used in medical education, then widely applied in other fields education, including junior high school English reading teaching. But, researchers of Scaffolding learning theory argue that grammar intervention PBL (GIPBL) is more suitable for Junior high students in English reading courses. For comparing the effect of GIPBL and PBL on satisfaction and learning process in junior high school Grade 3 students, this study does a quasi-experimental study in Jiang (2015) Foreign Language Experimental School in Sichuan Province, China. The participants include 120 students of grade 8 in two different classes in Junior High School. Experimental and control groups are designed. The experimental class is taught in GIPBL and the control class is taught in PBL. Both classes are learning English reading, an important part of the English course. Pre-test and post-test were applied. The instruments were a demographic questionnaire, reading test and satisfaction questionnaire. The result shows students’ reading comprehension scores in GIPBL are better than those of the control group. GIPBL broadens the implementation of PBL in practice. There was more satisfaction with GIPBL. 82% of students thought GIPBL was a more acceptable and effective teaching method. The result shows that Grammar Intervention PBL suits junior high and middle school students in English reading courses.

References

Alyousef, H. S. (2006). Teaching reading comprehension to ESL/EFL learners. Journal of Language and Learning, 5(1), 63–73.

Anderson, N. J. (2012). Reading instruction. In The Cambridge guide to pedagogy and practice in second language teaching (Vol. 218, Issue 1). Cambridge University Press New York, NY.

Atwood, C. P. (2000). “Worshiping Grace”: The Language of Loyalty in Qing Mongolia. Late Imperial China, 21(2), 86–139. https://doi.org/10.1353/late.2000.0006

Bai, H., Wang, X., & Zhao, L. (2021). Effects of the Problem-Oriented Learning Model on Middle School Students’ Computational Thinking Skills in a Python Course. Frontiers in Psychology, 12(1), 12–21. https://doi.org/10.3389/fpsyg.2021.771221

Barrows, H. S. (1996). Problem‐based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), 3–12. https://doi.org/10.1002/tl.37219966804

Bodine-Landis, M. D. (2023). Grammar in the Classroom: An Exploratory Study of Teacher Practice and Perception of Grammar and Reading Comprehension (pp. 1–131). Keiser University.

Bowey, J. A. (1986). Syntactic awareness in relation to reading skill and ongoing reading comprehension monitoring. Journal of Experimental Child Psychology, 41(2), 282–299. https://doi.org/10.1016/0022-0965(86)90041-X

Catts, H. W. (1993). The Relationship Between Speech-Language Impairments and Reading Disabilities. Journal of Speech, Language, and Hearing Research, 36(5), 948–958. https://doi.org/10.1044/jshr.3605.948

Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation. Scientific Studies of Reading, 3(4), 331–361. https://doi.org/10.1207/s1532799xssr0304_2

Dahlgren, M. A., Castensson, R., & Dahlgren, L. O. (1998). PBL from the teachers’ perspective. Higher Education, 36(4), 437–447.

DeCapua, A. (2017). Grammar for Teachers. In New York: College of New Rochelle. Springer International Publishing. https://doi.org/10.1007/978-3-319-33916-0

Deng, F., & Lin, Y. (2016). A Comparative Study on Beliefs of Grammar Teaching between High School English Teachers and Students in China. English Language Teaching, 9(8), 1–10.

Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: a meta-analysis. Learning and Instruction, 13(5), 533–568. https://doi.org/10.1016/S0959-4752(02)00025-7

Evensen, D. H., Hmelo, C. E., & Hmelo-Silver, C. E. (2000). Problem-based Learning. Routledge. https://doi.org/10.4324/9781410604989

Gao, G., Fei, H., & Qin, Z. (2020). An efficient certificateless public auditing scheme in cloud storage. Concurrency and Computation: Practice and Experience, 32(24), 5924. https://doi.org/10.1002/cpe.5924

Hou, J., & Xue, J. (2023). Impact of the Blended Teaching Model on Learning Outcomes. International Journal of Emerging Technologies in Learning (IJET), 18(5), 192–202. https://doi.org/10.3991/ijet.v18i05.37997

Hymes, D. (2011). Models of the interaction of language and social life. Journal of Education and Practice, 2(6), 33–40.

Iskandar, N., Jannah, M., & Wicaksono, S. R. (2021). The Problem Based Learning in Enhancing Students’ Critical Thinking for Reading Skills in English Teaching at Vocational School. IJORER: International Journal of Recent Educational Research, 2(2), 237–249.

Jiang, Y. G. (2015). Liberal Arts Education in a Changing Society. BRILL. https://doi.org/10.1163/9789004282315

Liu, X. (2023). Research on the Design and Application of Jigsaw Method in English Reading Teaching in Senior High School. The Educational Review, USA, 7(5), 608–612.

Lonergan, R., Cumming, T. M., & O’Neill, S. C. (2022). Exploring the efficacy of problem-based learning in diverse secondary school classrooms: Characteristics and goals of problem-based learning. International Journal of Educational Research, 112(1), 101–945. https://doi.org/10.1016/j.ijer.2022.101945

Neville, D. D., & Searls, E. F. (1991). A meta‐analytic review of the effect of sentence‐combining on reading comprehension. Reading Research and Instruction, 31(1), 63–76. https://doi.org/10.1080/19388079109558072

Ngeow, K., & Kong, Y.-S. (2001). Learning To Learn: Preparing Teachers and Students for Problem-Based Learning. ERIC Digest. (pp. 1–6). ERIC.

Othman, N., & Ismail Ahamad Shah, M. (2013). Problem-Based Learning in the English Language Classroom. English Language Teaching, 6(3), 125–134. https://doi.org/10.5539/elt.v6n3p125

RINNERT, C., KOBAYASHI, H., & KATAYAMA, A. (2015). Argumentation Text Construction by Japanese as a Foreign Language Writers: A Dynamic View of Transfer. The Modern Language Journal, 99(2), 213–245. https://doi.org/10.1111/modl.12210

Salan-Ballesteros, M. N., Cortés, E. P., Martínez-Martinez, M., & Torra-Bitlloch, I. (2011). The RIMA Project: Looking for Quality and Excellence in Teaching Innovation. 27(30), 1–6.

Sharpley, R., & Stone, P. R. (2009). The Darker Side of Travel (R. Sharpley & P. R. Stone (eds.)). Multilingual Matters. https://doi.org/10.21832/9781845411169

Shiotsu, T., & Weir, C. J. (2007). The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance. Language Testing, 24(1), 99–128. https://doi.org/10.1177/0265532207071513

Slavin, R. E. (2011). Instruction based on cooperative learning. Handbook of Research on Learning and Instruction, 4(2), 12–23.

Stanovich, K. E., West, R. F., & Toplak, M. E. (2011). Intelligence and Rationality. In The Cambridge Handbook of Intelligence (pp. 784–826). Cambridge University Press. https://doi.org/10.1017/CBO9780511977244.040

Stein, C. L., Cairns, H. S., & Zurif, E. B. (1984). Sentence comprehension limitations related to syntactic deficits in reading-disabled children. Applied Psycholinguistics, 5(4), 305–322. https://doi.org/10.1017/S0142716400005208

Straw, S. B., & Schreiner, R. (1982). The Effect of Sentence Manipulation on Subsequent Measures of Reading and Listening Comprehension. Reading Research Quarterly, 17(3), 339–352. https://doi.org/10.2307/747523

Strom, I. M. (1956). Does Knowledge of Grammar Improve Reading? The English Journal, 45(3), 129–133. https://doi.org/10.2307/808731

Tausch, C. (2012). A syntax-based reading intervention for English as second-language learners. Louisiana State University and Agricultural & Mechanical College.

Utomo, A. C., & Syamsi, K. (2019). The Effect of PBL and DRTA on Critical Thinking and Reading Comprehension to Students in Elementary School. Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018), 95–101. https://doi.org/10.2991/iccie-18.2019.17

Wei, X. (2019). The Effects of the Flipped Classroom Model on Students’ Learning in a College English Class in Shanghai, China (pp. 1–24). University of the Pacific.

Yan, M., Xia, J., Wu, C., Bi, B., Zhao, Z., Zhang, J., Si, L., Wang, R., Wang, W., & Chen, H. (2019). A Deep Cascade Model for Multi-Document Reading Comprehension. Proceedings of the AAAI Conference on Artificial Intelligence, 33(01), 7354–7361. https://doi.org/10.1609/aaai.v33i01.33017354

Yu, D., Sun, Y., Liu, Y., & Li, Z. (2022). Study on Teaching System of Semiconductor Device Physics under Information Background. Academic Journal of Science and Technology, 2(1), 39–41. https://doi.org/10.54097/ajst.v2i1.620

Zhang, Y. (2017). Supporting English Language Learners in Social Studies: Language-focused Strategies. The Social Studies, 108(5), 204–209. https://doi.org/10.1080/00377996.2017.1354808

Downloads

Published

2023-11-30

How to Cite

Ke, X., Wahid, P. R. A., & Tingting, G. (2023). A Study on the Effectiveness of Grammar Intervention PBL in Secondary School English Reading in China. International Journal of Advances in Social Sciences and Humanities, 2(4), 247–255. https://doi.org/10.56225/ijassh.v2i4.274
Abstract viewed = 45 times