This paper denotes the findings from an action research project, which applied problem-based learning (PBL) in linguistics courses in an MA TESOL program in Vietnam. The project aimed to study the extent to which the use of problem-based tasks in semantic courses could promote students’ employment of higher-order thinking skills in their learning. It was found that the PBL approach was specifically appropriate in promoting higher-order thinking skills for students with passive learning habits in such Confucian heritage cultures as Vietnam. With well-designed problem-based tasks and adequate tutoring, students learned how to use higher-order thinking skills to facilitate their learning; how to stay more focused on the completion process of problem-based tasks; and how to be motivated to engage in learning activities. In addition, some students were encouraged to follow the same PBL approach in their own teaching practice. Problem-based tasks which took place at a fixed time during class seemed to cause students to lose interest. In addition, a lack of adequate job experience might also have limited the effectiveness and overall success of the problem-based tasks.

中文翻译：

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使用基于问题的任务来提高越南 TESOL MA 学生的高阶思维能力

本文介绍了一个行动研究项目的结果，该项目在越南的 MA TESOL 项目的语言学课程中应用了基于问题的学习 (PBL)。该项目旨在研究在语义课程中使用基于问题的任务可以在多大程度上促进学生在学习中使用高阶思维技能。研究发现，PBL 方法特别适用于促进在越南等儒家传统文化中具有被动学习习惯的学生的高阶思维能力。通过精心设计的基于问题的任务和充足的辅导，学生学会了如何使用高阶思维技能来促进他们的学习；如何更专注于基于问题的任务的完成过程；以及如何有动力参与学习活动。此外，一些学生被鼓励在他们自己的教学实践中遵循相同的 PBL 方法。在课堂上固定时间进行的基于问题的任务似乎会使学生失去兴趣。此外，缺乏足够的工作经验也可能限制了基于问题的任务的有效性和整体成功。