문제중심학습(PBL) 기반 영미 드라마 수업에서 학습자의 학습역량 변화에 관한 탐구

An Investigation of Learners’ Competency Development in a Problem-Based Learning (PBL) English Drama Course

This study examines the impact of Problem-Based Learning (PBL) on university students’ learning competencies in an English drama course that integrated ChatGPT. ChatGPT was employed in designing problem scenarios and developing evaluation rubrics, thereby fostering a more dynamic and learner-centered instructional environment. Data were collected through pre- and post-course surveys as well as qualitative feedback. The results indicate notable improvements in learners’ engagement, motivation, self-directed learning, problem-solving skills, and collaborative attitudes. Although students initially expressed uncertainty about the unfamiliar PBL format, they gradually assumed greater responsibility in both teamwork and individual learning processes. The creation of performance-based projects—such as short plays and videos—enabled learners to connect dramatic texts with their social contexts, enhancing both their interest and sense of achievement. Quantitative findings revealed positive trends across all targeted learning competencies, while qualitative data underscored active participation, creative expression, and team satisfaction. Overall, the findings suggest that PBL, when carefully implemented, can effectively cultivate comprehensive learning competencies in English drama courses, addressing both cognitive and affective dimensions while balancing learner motivation and workload.