The Usage of Problem-Based Learning in Teaching High School Students’ English Writing

Abstract

Problem-based Learning (PBL), a student-centered instructional approach rooted in constructivist learning theory, has been widely applied across disci-plines to foster critical thinking, problem-solving, and collaborative skills, yet its application in high school writing instruction remains under explored. This study addresses prevailing challenges in traditional writing teaching—including low student motivation, rigid template dependence, and disconnection from real-life contexts—by systematically exploring the value, implementation strat-egies, effectiveness, and challenges of integrating PBL into high school writing instruction. Employing a mixed-methods design , the study first clarifies PBL’s core connotations and theoretical alignment with writing instruction, then an-alyzes gaps in traditional writing teaching, and proposes a five-stage PBL-based writing framework. An action research was conducted in two Grade 10 classes  over one semester: the experimental class used PBL, while the control class used traditional methods. Results show PBL significantly improved writing perfor-mance (experimental class post-test average 80.5 vs. control class 74.6), in-creased student motivation (87% of experimental students reported higher in-terest), and enhanced critical thinking and collaboration. Challenges included teachers’ limited PBL design capacity and tight class schedules, with corre-sponding solutions proposed. This study concludes PBL transforms writing from a “mechanical task” to an “exploratory practice,” offering viable guid-ance for high school writing reform.