Investigating the Impact of Problem and Project-Based Learning on Persian Grammar Learning

Authors

  • Dr. Saera Kwak Associate Professor of Persian & Iranian Studies Dept. at Hankuk University of Foreign Studies, Seoul, Korea
  • Dr. Taejin Koh Professor of Hindi Dept. at Hankuk University of Foreign Studies, Seoul, Korea

DOI:

https://doi.org/10.31305/rrijm.2025.v10.n4.012

Keywords:

Persian language education, problem-based learning (PBL), academic achievement, satisfaction, engagement, learning effectiveness

Abstract

This study aims to apply Problem Project-Based Learning (PBL) to the teaching of Persian grammar at the university level and analyze its effectiveness in terms of learners' satisfaction, class engagement, and perceived learning effectiveness. For this purpose, 29 intermediate-level learners were enrolled in a fifteen-week PBL class in which learners defined a problem centered on their real-life grammar learning difficulties and worked in teams to create a product to solve it. The post-class surveys were analyzed using SPSS 21.0 using reliability analysis, descriptive statistics, independent samples t-test, and one-way ANOVA. The study found that overall, learners perceived PBL classes positively, with higher-achieving learners reporting significantly higher levels of satisfaction, engagement, and perceived learning effectiveness. On the other hand, lower-achieving learners had relatively lower perceptions, suggesting the need for structured support strategies for them. Furthermore, while the differences in perceptions by gender were not statistically significant, there was a general trend for girls to report higher levels than boys.

Author Biographies

Dr. Saera Kwak, Associate Professor of Persian & Iranian Studies Dept. at Hankuk University of Foreign Studies, Seoul, Korea

Dr. Saera Kwak received her Master of Linguistics from Seoul National University, Seoul, Korea. And she obtained her Ph.D. Degree in Linguistics from University of Tehran, Iran. She is currently working as an Associate Professor of Persian & Iranian Studies Dept. at Hankuk University of Foreign Studies, Seoul, Korea. Her many articles have been published in A&HCI and Scopus indexed journals.

Dr. Taejin Koh, Professor of Hindi Dept. at Hankuk University of Foreign Studies, Seoul, Korea

Dr. Taejin Koh received his Bachelor of Arts from Hankuk University of Foreign Studies, Seoul, Korea, Master of Linguistics & M.Phil. of Linguistics from University of Delhi, Delhi, India. He obtained his Ph.D. Degree in Linguistics from University of Delhi, Delhi, India. He is currently working as Professor of Hindi Dept. at Hankuk University of Foreign Studies, Seoul, Korea. His many articles have been published in A&HCI and Scopus indexed journals.

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Published

20-04-2025

How to Cite

Kwak, S., & Koh, T. (2025). Investigating the Impact of Problem and Project-Based Learning on Persian Grammar Learning. RESEARCH REVIEW International Journal of Multidisciplinary, 10(4), 107–117. https://doi.org/10.31305/rrijm.2025.v10.n4.012

Issue

Vol. 10 No. 4 (2025): RESEARCH REVIEW International Journal of Multidisciplinary

Section

Articles

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