Effects of problem-based learning approach on enhancement the listening practice


  • Anumat U-soh School of Educational Studies, Universiti Sains Malaysia, Malaysia
  • Rohaya Abdullah Universiti Sains Malaysia, Malaysia




Problem-based learning approach, Thai students, tourism program, listening ability


The utilisation of the problem-based learning (PBL) approach serves as a pedagogy that enables students to acquire knowledge on genuine concerns and subsequently apply them in practical settings. This particular methodology allows for the incorporation of experiences to facilitate adaptability through the process of learning. Students in the tourism programme are able to support aspects of issues through their last experiences with tourism and it is posited that students engage in collaborative discussions with peers to discuss the issue and acquire knowledge through experiential learning. This study focused mainly on the listening ability of students to apply the PBL approach to enhance their listening ability based on tourism issues. Additionally, the study seeks to explore the opportunities, advantages, and challenges associated with its use. The study was conducted over a period of eight weeks and comprised a sample of thirty-nine students. The data analysis entailed the utilisation of paired sample t-tests for the purpose of testing and thematic analysis for group interviews. The findings on listening ability indicated that the post-test score was higher than the pre-test score. Furthermore, the students acknowledge that the PBL approach is useful for future application and daily life while also having the potential to augment vocabulary acquisition. Conversely, the PBL methodology suggests that extensive engagement in activities is more efficacious for students who possess prior experience with the issues being discussed.


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How to Cite

U-soh, A., & Abdullah, R. (2024). Effects of problem-based learning approach on enhancement the listening practice . Journal of Research, Policy & Practice of Teachers and Teacher Education, 14(1), 52–58. https://doi.org/10.37134/jrpptte.vol14.1.7.2024