PROBLEM-BASED TEACHING METHODS AND INNOVATIVE SOLUTIONS IN FOREIGN LANGUAGE EDUCATION

Gaibulla Aruzhan Zhandullakyzy

3rd Year Student, Faculty of Pedagogy and Philology, Arkalyk Pedagogical University named after I. Altynsarin Arkalyk, Kazakhstan

Assel Sapargalikyzy

Master of Pedagogical Sciences, Faculty of Pedagogy and Philology, Arkalyk Pedagogical University named after I. Altynsarin, Arkalyk, Kazakhstan

Keywords:
problem-based learning; innovative pedagogical technologies; digital didactics; project-based learning; interactive methods; student-centred approach; communicative competence; foreign-language teaching methodology.

Abstract

This article provides a comprehensive analysis of the effectiveness of problem-based and innovative teaching methods in foreign-language education within the context of modern higher education. Based on an empirical study involving a survey of 30 students from the Faculty of Foreign Languages, dominant pedagogical strategies, learner motivation levels, the applicability of digital resources, and perceptions of project-based learning were identified. The results confirm the high methodological relevance of interactive, research-oriented, and digital technologies, which enhance communicative activity and foster learner autonomy. The findings can be used by instructors to modernize educational programmes and design innovative teaching methodologies.

Introduction

The contemporary higher-education system is undergoing an active transformation driven by the intensification of international contacts, the digitalization of the learning environment, and rising expectations regarding graduates’ professional competence. As a result, there is an increasing need for teaching methods that focus not only on mastering the linguistic system but also on developing critical thinking, communicative initiative, and long-term learning motivation.

Traditional lecture-based and grammar-focused models no longer meet the needs of students seeking interactivity, flexibility, and practical relevance. This explains the growing interest in problem-based learning, project-based learning, and technologically enriched instructional approaches that place learners in an active role. The aim of the present study is to examine students’ attitudes towards different teaching formats and to evaluate their impact on educational dynamics.

Literature Review

Problem-based learning is viewed as a methodological strategy aimed at fostering an investigative stance in learners through the resolution of specially designed communicative or cognitive tasks (Baranova, 2020). Kravchenko (2021) highlights the potential of digital technologies, which provide access to authentic texts, multimedia resources, and virtual language environments.

Grossman and Hartley (2019) argue that task-based and project-based approaches contribute to the development of complex intercultural and professional competences. Melnik (2022) emphasizes that innovative pedagogical strategies require instructors to possess high institutional and methodological flexibility, as well as a willingness to continuously update their teaching toolkit.

Thus, the analysis of contemporary literature demonstrates a steady trend toward integrating interactive, digital, and research-oriented methods as essential conditions for improving foreign-language training.

Research Methodology

The study was based on a survey of 30 students from the Faculty of Foreign Languages. The questionnaire included seven questions designed to identify:

• the most widespread teaching methods;

• the level of engagement in traditional lecture-grammar approaches;

• the frequency of participation in collaborative and group-based activities;

• the perceived usefulness of task-based and project-based learning;

• the degree of communicative confidence;

• the frequency of digital tool usage;

• the impact of interactive technologies on motivation.

Descriptive statistics and analytical interpretation methods were used to analyse the data.

Results

Empirical findings reveal a strong student preference for interactive, problem-based, and digital forms of learning.

1. Most frequently used teaching methods.
   63% of respondents reported the predominance of traditional methods; 37% noted regular use of interactive and research-based formats.

2. Engagement level in traditional models.
   The average rating was 2.7 out of 5, indicating moderately low motivational effectiveness.

3. Frequency of participation in group work.
   70% of students participate regularly in group tasks, underscoring their methodological value.

4. Usefulness of task-based and project-based learning.
   The average rating was 4.4 out of 5, reflecting high effectiveness.

5. Communicative confidence.
   53% of students feel confident in oral interactions; the remainder experience language anxiety.

6. Use of digital technologies.
   80% of respondents consistently use apps, online platforms, and multimedia resources.

7. Motivation when using interactive technologies.
   The average rating was 4.6 out of 5, confirming their positive impact on engagement.

Discussion

Comparing the findings with theoretical perspectives suggests that today’s learners clearly seek pedagogical technologies focused on interaction, inquiry, and digital integration. The shift from reproductive forms of knowledge transmission to active, participatory models becomes increasingly essential.

The high ratings of task-based and project-based learning confirm that these formats foster autonomy, initiative, linguistic flexibility, and the ability to solve complex communicative tasks. Meanwhile, the persistent lack of confidence among some learners highlights the need for regular oral practice in a supportive, informal learning environment.

The intensive use of digital tools demonstrates that students tend toward self-directed learning and the expansion of their linguistic experience beyond classroom boundaries. This underscores the importance of integrating digital didactics into the instructional process.

Conclusion

The results of the study demonstrate that problem-based and innovative teaching methods are highly effective and increasingly relevant in modern foreign-language education. Students show a notable preference for approaches that involve active engagement, critical inquiry, and practical language use, indicating a shift away from purely reproductive learning models. These methods not only enhance the acquisition of linguistic skills but also promote the development of higher-order thinking, creativity, and independent problem-solving abilities.

Furthermore, the research highlights the significant impact of interactive and digital technologies on student motivation and communicative activity. Regular use of digital tools enables learners to broaden their exposure to authentic language environments and to engage in self-directed learning beyond the classroom. This underscores the necessity of integrating digital didactics into language instruction to sustain learner interest, support oral proficiency, and strengthen autonomy.

At the same time, traditional teaching methods retain their value, particularly when used as part of a balanced instructional approach. Their effectiveness is greatly enhanced when combined with student-centred, collaborative, and project-based activities that provide meaningful communicative contexts. A methodologically balanced integration of traditional, task-based, project-based, and digital components offers the most effective pathway toward improving the quality of foreign-language education and fostering communicative competence among learners.

References

1. Baranova, I. M. Problem-Based Learning in Higher Education. Moscow: Universitetskaya Kniga, 2020.

2. Grossman, E., & Hartley, N. Modern Approaches to Foreign Language Teaching. London: Academic Press, 2019.

3. Kravchenko, L. V. Digital Technologies in Foreign Language Education. Saint Petersburg: Piter, 2021.

4. Melnik, O. A. Innovative Pedagogical Strategies: Theory and Practice. Novosibirsk: Siberian Publishing, 2022.

5. Schwartz, D. Task-Based Learning in Higher Education. New York: Routledge, 2018.