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The Impact of Problem-Based Learning on Iranian EFL Learners' Speaking Proficiency
2016
Advances in Language and Literary Studies
The study investigated the effect of problem-based learning through cognition-based tasks on speaking proficiency of Iranian intermediate EFL learners in comparison to the effect of objective-based tasks. To this end, a true experimental research design was employed. Ninety five (N=95) language learners studying at a language institute in the city of Esfahan, Iran were given an IELTS listening and speaking test as the proficiency test and 75 learners were selected. In the next phase of the
doi:10.7575/aiac.alls.v.7n.3p.84
fatcat:zgoctsflprh7tgqbqkq745pnxm