Exploring Engagement and Efficacy in Secondary English Education in China: A Problem-Based Social Constructivism Approach.

Qian Wang; Shigang Ge; Yahya, Amira Najiha; Khalid, Norfaezah Md.; Jing Li

The English learning environment, both online and offline, can be improved through the implementation of effective pedagogical approaches. In response to secondary education needs, it is critical to establish comparable curriculum paradigms that address the knowledge acquisition gap and psychometric variation. This study aims to promote student engagement and self-efficacy in English education by implementing a problem-based learning (PBL) approach integrated with social constructivism (SC). A t-test and a correlation test were used in a single-group quasi-experiment with 45 participants. The results of paired samples t-tests show a significant difference in engagement (M = 4.78, SD = 2.95, p = .001, p < .05) and selfefficacy (M = 6.49, SD = 16.59, p = .01). Admittedly, both cognitive engagement and social engagement enhance grammatical and textual competence efficacy dramatically, leading to a spectacular improvement. After controlling for the pre-test, a correlation between engagement and efficacy remains significant (r (43) = -0.40, p = .01). In conclusion, the combination of PBL with SC education has demonstrated remarkable effectiveness in facilitating English language learning, meeting the needs of secondary education teenagers, whether in a physical classroom or engaging through online platforms.

CHINA; SOCIAL constructivism; SECONDARY education; CONSTRUCTIVISM (Psychology); ONLINE education; PROBLEM-based learning; CLASSROOM environment; STUDENT engagement; SELF-efficacy in students

Journal of Language Teaching & Research, 2024, Vol 15, Issue 3, p902

1798-4769

Academic Journal

10.17507/jltr.1503.23