PEDAGOGICAL AND METHODOLOGICAL POSSIBILITIES OF USING PROBLEM-BASED LEARNING ELEMENTS IN TEACHING ENGLISH

This study explores the pedagogical and methodological possibilities of using Problem-Based Learning (PBL) elements in English language teaching. The research focuses on how problem situations, interactive methods, and digital technologies contribute to the development of communicative competence, critical thinking, and problem-solving skills among students. The study uses theoretical analysis and comparative review of pedagogical literature to examine both international and local research on problem-based learning. The findings indicate that PBL creates a student-centered learning environment where learners actively participate in discussion, inquiry, and solution development. In English language teaching, this approach improves speaking, argumentation, collaboration, and independent learning. The article also proposes a structured lesson model based on PBL stages and emphasizes the role of digital technologies in strengthening interactive learning. The results suggest that systematic implementation of PBL can significantly enhance the effectiveness of English language instruction.