Action research on PBL in college English viewing, listening, and speaking teaching

Abstract

Introducing the Problem-Based Learning (PBL) model into college English viewing, listening, and speaking instruction, this study conducted three rounds of action research focusing on problem scenarios, learning methods and evaluation systems, as well as the roles of teachers and students. The results indicate that although the practical application of the PBL model in viewing, listening, and speaking instruction is merely a small-scale attempt with some unresolved issues, it is worthy of exploration and promotion in terms of innovating classroom teaching methods and fostering students' language skills, autonomous learning abilities, and critical thinking.