Study of English Teaching Method by Convergence of Project-based Learning and Problem-based Learning for English Communication

프로젝트 기반과 문제해결 기반 융합 학습을 통한 영어 의사소통 교수법에 관한 연구

Shin, Myeong-Hee

  • Received : 2018.12.31
  • Accepted : 2019.02.20
  • Published : 2019.02.28


This study examines the effects of student-centered project-based learning for the development of creative problem-solving skills, communication skills, critical thinking skills, and cooperation. A college students' creative personality test was used and pre-and post-test were performed. and TOEIC Speaking practice test by Educational Testing Service were selected to measure the English communication skills. The SPSS 18.0 was used and validated at a significance level of 5%. The result of this study shows that in the case of 'independence', the post-test average of the experimental group was statistically significant at the significant level (p<.01), which also showed statistically significant difference. There was statistically significant difference between the control group ($M=127{\pm}08.2$) and in the experimental group ($M=132{\pm}18.7$) applying project-based and problem-based convergent learning to English class were positively changed.


Project-based and problem-based convergent learning;Creative personality;Student-centered learning;English communication skills;Independence;Openness


  1. R. G. Harrington. (1984). Effects of verbal self-instruction on creative play in preschool-aged children. The Journal of Creative Behavior, 18(2), 143-151. DOI: 10.1002/j.2162-6057.1984.tb00376.x
  2. S. Monika. (2016). Creativity in foreign language teaching Journal of Education Culture, 16, 141-168. DOI : 10.15503/jecs20162.180.188
  3. M. Robyn (2015). The relationship between creativity, social play, and children's language abilities. Journal of Early Child Development and Care, 185(7). DOI: 10.1080/03004430.2014.983916
  4. M. Y. Lee & D. Y. Lee. (2004). Language and Linguistics. Seoul: Yeoklack.
  5. J. S. Lee. (2017). A Study on the Premise and Contents Layout of Language - based Convergence Education. Korean language literature, 101, 175-199.
  6. D. Coyle, P. Hood, & D. Marsh. (2010). Content and Language Integrated Learning. New York: Cambridge University Press. DOI: 10.1017/S0261444813000256.
  7. C. Adams. (2018). Buck Institute for Education
  8. J. Mergendoller. & J. Thomas. (2018). Managing project based learning: Principles from the field.
  9. E. P. Torrance. (1996). The Torrance Test of Creative Thinking. Massachusetts, Personal Press. 53-58. DOI: 10.1016/j.tsc.2008.03.003
  10. E. Sagone (2013). The Influence of Creative Personality Factors on Interpersonal Adjustment in Adolescents: What's the Relationship?, Procedia - Social and Behavioral Sciences, 82(3), 131-136 DOI: 10.1016/j.sbspro.2013.06.236
  11. M. J. Choi & J.K. Kim (2016). Correlation of Art-centered Projects with Teamwork and Credibility, Learner-centered curriculum education research, 16(10). DOI : 10.22251/jlcci.2016.16.10.403
  12. S. D. Lee. (2002). Development and Validation of Creative Personality Test for University Students. Journal of Educational Psychology, 16(2), 43-61
  13. D. E. Murray (2013). Case for Online English Language Teacher Education. The International Research Foundation for English Language Education 4(1).
  14. A. J. Starko (2013). Creativity in the classroom.
  15. E. Cindy (2004) Problem-based learning; What and How do students learn?, Educational Psychology Review, 16(3), 235-266.