Browsing by Author "Mountassar Billah KELLIL"

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    Examining the Effects of Problem-based Learning on Critical Reading of Literary Texts among EFL Learners Case of Third Year EFL Students at Khenchela University
    (University of ‘Abbes Laghrour’ Khenchela, 2022) Mountassar Billah KELLIL
    This study aims to investigate the effects of problem-based learning on English as a Foreign Language learners’ critical reading of literary texts at Abbes Laghrour University of Khenchela. From a population of 86 third year students, a group of 39 students were chosen as the experimental group and a group of 47 students as the control group. Following a pretest, the experimental group received an 11-week intervention of problem-based instruction of British and American literary texts. Therefore, critical reading scores were measured prior to and following the intervention to compare group means in performance. In order to examine critical reading more thoroughly and assess the extent to which critical reading test scores were reliable, the researcher carried out classroom observations and assessed learners’ critical reading performance using an observation grid. In addition to tests and observations, the researcher administered an attitude questionnaire in an attempt to reveal the experimental group’s opinions towards the effectiveness of problem-based instruction in the literary texts classroom. The researcher used the Statistical Package for the Social Sciences (25) to run the analysis of covariance, Pearson’s correlation analysis and tests of parametric assumptions. The analysis of pre-test and post-test scores revealed that there was no significant difference in critical reading performance between the control and experimental group. Results from the questionnaire revealed that the more learners practiced problem-based learning activities, the more positive attitudes they expressed towards these activities. Moreover, the questionnaire results revealed that problem-based learning implementation in literary text classes promoted self-directed learning practices. Analysis of the observation data confirmed the results obtained from the tests analysis, which indicated that problem-based learning failed to affect learners’ critical reading. The observation, however, revealed that problem-based learning promoted some aspects related to active reading. Based on these findings, we recommend the use of problem-based learning to promote selfdirected learning in literary texts courses. Further research is needed.