A Study on the Development and Application of Blended PBL in an Introductory Vietnamese Language Course
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Objectives: This study aimed to derive key educational implications by analyzing a Blended Problem Based Learning (PBL) class designed for beginner-level Vietnamese language learners and implemented in the Department of Vietnamese Studies during the second semester of 2024 and the first semester of 2025. Methods: Data were collected through surveys, reflection journals, and student outputs following course participation. Results: The analysis revealed that learners reported high levels of overall satisfaction and interest, with average scores exceeding 4.68. Scenario-based tasks rooted in real-life situations en hanced both the practicality and engagement of Vietnamese language acquisition. During team projects, learners demonstrated growth in collaboration skills and self-directed learn ing attitudes. Moreover, the integration of online and offline formats contributed to greater flexibility and efficiency in learning. Conclusions: This study provides empirical evidence that Blended PBL can serve as an effective instructional approach in foreign language education, fostering learners’ reflective thinking and practical language application skills.
Abstract
Objectives: This study aimed to derive key educational implications by analyzing a Blended Problem Based Learning (PBL) class designed for beginner-level Vietnamese language learners and implemented in the Department of Vietnamese Studies during the second semester of 2024 and the first semester of 2025. Methods: Data were collected through surveys, reflection journals, and student outputs following course participation. Results: The analysis revealed that learners reported high levels of overall satisfaction and interest, with average scores exceeding 4.68. Scenario-based tasks rooted in real-life situations en hanced both the practicality and engagement of Vietnamese language acquisition. During team projects, learners demonstrated growth in collaboration skills and self-directed learn ing attitudes. Moreover, the integration of online and offline formats contributed to greater flexibility and efficiency in learning. Conclusions: This study provides empirical evidence that Blended PBL can serve as an effective instructional approach in foreign language education, fostering learners’ reflective thinking and practical language application skills.