THE EFFECTIVENESS OF PROJECT-ORIENTED PROBLEM-BASED LEARNING (POPBL) AS A PEDAGOGICAL APPROACH IN PROMOTING CRITICAL THINKING AMONG EFL UNDERGRADUATES IN A PRIVATE UNIVERSITY IN KUWAIT

Abstract

In today's interconnected world, proficiency in language and cultural knowledge is crucial for effective global communication, surpassing geographical boundaries. This research investigates the impact of Problem-Oriented Project-Based Learning (POPBL) on the critical thinking skills and language proficiency of English as a Foreign Language (EFL) undergraduates in Kuwait. The study addresses the significant gap between traditional high school teaching methods and rigorous university admission standards, underscoring the essential role of critical thinking in higher education. The collaborative teaching strategy of the integration of POPBL serves as a bridge between traditional teaching methods and the demands of a dynamic global environment, ensuring that students are well-equipped with the competencies necessary for success in the 21st century. The methodology employed a two-phase investigation, combining quantitative and qualitative components. Initial findings indicate subtle changes in perceived critical thinking skills, with a distinct improvement observed within the experimental group. Further analysis, including content scrutiny of final projects and a comprehensive evaluation of language proficiency, strengthens the positive impact of POPBL. Although minimal changes may be noted in perceived critical thinking skills, the study highlights a tangible enhancement in actual critical thinking abilities, especially within the experimental group. Future research should delve into specific strategies contributing to this improvement and refine pedagogical practices in similar contexts.