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.本研究探讨在英语教学中融入项目式学习（Problem-Based Learning，PBL）元素的教学与方法论可行性。本研究聚焦于问题情境、互动式教学法与数字技术如何助力学生提升交际能力、批判性思维与问题解决能力。本研究采用理论分析与教学文献比较综述的方法，对项目式学习的国内外相关研究展开考察。研究结果表明，PBL能够构建以学生为中心的学习环境，促使学习者积极参与讨论、探究与解决方案制定环节。在英语教学场景中，该教学法能够提升学生的口语表达、论证思辨、协作沟通与自主学习能力。本文还基于PBL的实施阶段提出了结构化课堂教学模型，并强调了数字技术对强化互动式学习的重要作用。研究结果显示，系统化推行PBL能够显著提升英语教学的实效性。