The effect of problem-based learning on problem solving skills and English language learning motivation

The purpose of this study is to determine the effect of problem-based learning on problem solving skills and English language learning motivation. In order to evaluate qualitative and quantitative data together, sequential explanatory design of mixed methods research has been used in this study. Pretest-posttest control group quasi-experimental design in the quantitative part; case study has been used in the qualitative part of this study. 23 experimental group and 23 control group students of a total 46 students who have been studying in Karabuk University School of Foreign Languages in 2019-2020 academic year spring term have been chosen as sampling of this study. Problem Solving Inventory and English Language Learning Motivation Scale have been used to collect quantitative data and semi-structured interview form has been used to collect qualitative data. Qualitative data has been analyzed using descriptive analysis and quantitative data has been analyzed using SPSS 22 package programme. Research findings show that: experimental group students who have been using problem-based learning in their studies have shown a statistically significant rise in their problem solving skills while control group students who have been taught with traditional methods such as lecture-based teaching, question-answer and discussion haven't. On the other hand, experimental group students' English language learning motivation scale results show that there has been no statistically significant change in their motivation. Interviews with experimental group students indicate that students think problem-based learning has dramatically improved their problem solving skills besides academic, social and language skills, however, problem-based learning application process has decreased their motivation.