Action Research on Problem-Based Learning (PBL) Lessons at a University: Focusing on Vocabulary Skills and Learning Attitudes

The present study aimed to investigate how problem-based learning (PBL) English classes affected vocabulary skills and how the students perceived the PBL lessons. Twenty-seven first-year medical university students took part in four PBL lessons over the course of one semester. The measure included two vocabulary tests; one in the middle of semester and the other in the end of semester comparing PBL-week vocabulary and non-PBL week vocabulary, a survey about the students’ perception of PBL activities, and learners’ reflection journals. The results showed three main findings. First, significant improvements were found between PBL-week and non-PBL week in vocabulary ‘meaning’ and vocabulary ‘use,’ but no significant change was found in vocabulary ‘form.’ Second, most participants strongly agreed that PBL classes were more interesting than normal classes, and students enjoyed participating in the problem-solving process due to the authentic PBL tasks related to their major. Third, the students’ reflective journals also showed a satisfaction of collaborative opinion exchange, and their learning attitudes were highly positive.