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TASK-BASED LEARNING (TBL) & PROBLEM-BASED LEARNING (PBL): TWO
LEARNER-CENTERED APPROACHES IN EDUCATION
Shadmanbekova Kamola Abdulazizovna
Senior teacher of
“Teaching foreign languages”department
Tashkent State University of Economics
Abstract:
In recent years, two educational approaches Task-Based Learning (TBL) and
Problem-Based Learning (PBL) have gained significant attention in classrooms worldwide. Both
are learner-centered methodologies that prioritize active engagement, critical thinking and
practical application of knowledge. These approaches represent a shift from traditional teacher
directed models toward more dynamic, student-driven learning environments. In this article is
explored these two methods, highlighting the insights of experts and scientists on their
effectiveness and impact on student outcomes.
Key words:
Task-Based Learning, Problem-Based Learning, learner, task, problem-solving,
teaching
Task-Based Learning (TBL) is an approach that emphasizes the completion of tasks that are
meaningful and relevant to real-world situations. According to Dr. R.Ellis, a leading figure in
language teaching and applied linguistics, TBL allows students to engage in authentic language
use rather than simply learning about the language in a detached context. Ellis states, “TBL is
rooted in the idea that language acquisition is best facilitated when learners are focused on
completing tasks that mimic real-life scenarios.”[1] In TBL, learners are typically given a task or
project to complete, such as planning a trip, solving a problem, or creating a report. These tasks
are designed to encourage communication and collaboration among students. The focus is not on
explicit grammar instruction but on using language to achieve a specific outcome. In this way,
TBL promotes the development of both language skills and cognitive skills, as students must
plan, negotiate, and execute tasks in a way that reflects how language is used in everyday life.
Research by Dr. P. Skehan, a prominent researcher in second language acquisition, supports the
effectiveness of TBL in language teaching. Skehan argues that TBL enhances fluency and
encourages problem-solving skills, as it allows students to work with language in a context
where they must adapt and think critically.
Problem-Based Learning (PBL) is a pedagogical approach in which students are given a complex,
real-world problem to solve. Unlike traditional teaching methods, where information is typically
delivered in a linear fashion, PBL requires students to investigate and explore the problem, often
working collaboratively in groups. According to Dr. H.Barrows, a pioneer in the field of PBL,
this approach helps students develop critical thinking, problem-solving, and teamwork skills that
are essential for success in the professional world. In Barrows’ words, “PBL is not just about
acquiring knowledge; it’s about developing the ability to apply knowledge in novel situations.”[2]
In PBL, the role of the instructor shifts from the traditional “sage on the stage” to that of a
facilitator or guide. The instructor's role is to provide scaffolding as students navigate the
problem-solving process, offering resources and guidance when necessary but leaving the bulk
of the learning process to the students. This model encourages independent learning, self-
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directed inquiry, and deeper engagement with the content.
Research by Dr. D.H.Jonassen, a noted educational psychologist, supports the view that PBL
fosters deeper learning. Jonassen argues that “PBL encourages students to confront real problems,
which require them to apply knowledge, ask questions, and consider multiple perspectives.” [3]
This active involvement in the learning process helps to develop problem-solving strategies that
students can use in future contexts.
Comparing TBL and PBL: Key Differences and Similarities;
While TBL and PBL share a
common focus on student-centered learning and real-world application, they differ in certain
ways. The key distinction lies in the nature of the tasks or problems. TBL revolves around
completing specific, often task-oriented activities that involve the use of language or knowledge
to achieve a clear goal. In contrast, PBL centers on solving complex, often open-ended problems
that may require interdisciplinary knowledge and deeper exploration. Despite these differences,
both approaches emphasize collaboration, critical thinking, and the development of transferable
skills. Dr. M.Young, an expert in curriculum design, notes that both TBL and PBL encourage
students to take responsibility for their learning, make decisions, and work with others to find
solutions. Both methodologies, therefore, aim to cultivate not only academic skills but also
personal and professional competencies, such as teamwork, communication, and adaptability.
Both TBL and PBL are associated with increased student engagement, motivation, and retention.
According to a study by Dr. B.Lockee and colleagues, students in PBL environments reported
higher levels of satisfaction and engagement with their learning compared to those in traditional
lecture-based settings. The active nature of both approaches helps to capture students’ attention
and encourages them to see the relevance of what they are learning.
Research by Dr. Ch.Goh and Dr. D.Burns also suggests that TBL leads to improved language
acquisition and communication skills, as students engage in tasks that require real-world
language use. TBL, when applied to language learning, helps students internalize vocabulary,
grammar, and discourse patterns by using them in practical contexts, rather than simply
memorizing rules. Similarly, PBL has been shown to foster the development of critical thinking
skills and the ability to work effectively in teams.
A meta-analysis by Dr. M.C. Schmidt and colleagues demonstrated that students participating in
PBL experienced improvements in both their cognitive skills and their ability to solve complex
problems. This type of learning also promotes lifelong learning by encouraging students to
become self-regulated learners who can continue to seek out and apply knowledge in various
contexts. Despite the clear benefits, both TBL and PBL come with challenges. One common
challenge is the need for instructors to shift their traditional teaching practices to adopt these
approaches. As Dr. J.Tummons notes, “The transition to a learner-centered environment requires
instructors to be comfortable with ambiguity and to let go of the traditional authority they hold in
the classroom.” [7]
Additionally, while TBL and PBL are highly effective for many learners, they may not be
suitable for all contexts. Some students may struggle with the self-directed nature of these
methods, especially if they are not used to taking responsibility for their own learning. Dr. Nancy
L.Cook, an expert in educational psychology, suggests that the success of TBL and PBL depends
on students’ readiness to engage actively with the material and their ability to work
collaboratively.
Task-Based Learning (TBL) and Problem-Based Learning (PBL) are two dynamic, learner-
centered approaches that place students at the center of the learning process. Both methodologies
promote the development of critical thinking, collaboration, and practical problem-solving skills,
equipping students with the tools they need to succeed in real-world scenarios. Insights from
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scientists and educators demonstrate that these approaches can enhance student engagement and
learning outcomes, although their effectiveness depends on both the readiness of students and the
preparedness of instructors. As education continues to evolve, TBL and PBL represent important
strategies for fostering deeper, more meaningful learning experiences in diverse educational
settings.
Used literatures;
1.Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press.
2.Barrows, H. S. (2000). Problem-based Learning: An Approach to Medical Education. Springer
Publishing Company.
3.Jonassen, D. H. (2011). "The impact of problem-based learning on critical thinking."
Educational Technology Research and Development, 59(4), 509-523.
4.Lockee, B. B., Burton, J. K., & Cross, P. (2014). "The impact of problem-based learning on
student outcomes." Educational Technology & Society, 17(4), 1-15.
5.Goh, C., & Burns, A. (2012). Teaching Speaking: A Holistic Approach. Cambridge University
Press.
6.Schmidt, M. C., et al. (2011). "Problem-based learning in higher education: A meta-analysis."
Medical Education, 45(3), 233-241.
7.Tummons, J. (2010). "Pedagogy of learner-centered teaching." Teaching in Higher Education,
15(2), 179-191.
