HO CHI MINH CITY OPEN UNIVERSITY

ACADEMIC WRITING

THE EFFECTIVENESS OF PROBLEM-BASED

LEARNING IN DEVELOPING VIETNAMESE
UNDER-GRADUATES CRITICAL THINKING

INSTRUCTOR: NGUYEN VU PHUONG, Ph.D.

STUDENT NAME: VO MINH QUAN
STUDENT ID: 2291401111083
CLASS: TDIP022

Ho Chi Minh City, August 2022

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Table of Contents
I/ INTRODUCTION
(Lê Nguyễn Hoàng Sơn_2291401111089; ED: Võ Minh Quân_2291401111083) 4
II/ LITERATURE REVIEW 5
1. Critical Thinking (CT)
(Phạm Nhật Anh_2291401111006) 5
1.1. Definition 5
1.2. Approaches and strategies to promote CT 5
2. The importance and impacts of CT in language learning
(Trần Anh Khoa_2291401111041) 7
III/ PROMOTING CT THROUGH PROBLEM-BASED LEARNING (PBL) 8
1. What is Problem-based Learning?
(Lê Nguyễn Hoàng Sơn_2291401111089) 8
2. The theoretical framework of PBL
(Võ Minh Quân_2291401111083) 9
3. The connection between PBL and CT
(Võ Minh Quân_2291401111083) 10
IV/ CHALLENGES IN APPLYING PROBLEM-BASED LEARNING TO ENHANCE
CT FOR VIETNAMESE UNDERGRADUATE STUDENTS
(Võ Mai Nhung_2291401111074) 11
V/ CONDITIONS FOR PROBLEM-BASED LEARNING TO BE EFFECTIVE IN
DEVELOPING VIETNAMESE UNDER-GRADUATES CRITICAL THINKING
(Võ Minh Quân_2291401111083; Lê Nguyễn Hoàng Sơn_2291401111089) 12
VI/ CONCLUSION
(Phạm Nhật Anh_2291401111006) 13
1. Summary 13
2. Research gaps and questions 13
References 14

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I/ Introduction
Universities are ideal places for comprehensible development where students are able
to self-foster and enhance skills that are practical for their future careers. The reality,
however, is still far from what was anticipated because of the lack of knowledgeable
individuals capable of promoting the learning development process. Those with a wide range
of skills, including investigation, problem-solving, critical thinking, creativity, and a grasp of
and ability to use various modes of thought, are in high demand. One of the components of
thinking that has gained acceptance as a means of overcoming obstacles and facilitating
access to information in daily life is critical thinking (CT) (Derminhan, 2011). According to
Husnidar (2014, p. 72), it is said that one of the competencies to be attained and the
instruments necessary in improving the process of lecturing in class are the ability to think
critically. When effectively taught, CT will encourage logical problem-solving and ameliorate
the educational system, particularly in higher education and the labor market. Nevertheless,
developing CT for undergraduate students is now coping with academic challenges (Kuhn,
1991; Willingham, 2010), such as integrating CT into an existing, organized curriculum,
incorporating some valid tasks, and applying an effective teaching technique (Dwyer et al.,
2011).
Nowadays, the effort to maximize students' abilities so that all learning will be
managed in a student-centered approach is increasingly more focused on the success of the
teaching and learning process in universities. The lecturer's role in the learning process is
limited to that of a facilitator and motivator. This objective hasn't yet been fully met, however.
This is due to the fact that many lecturers still use the traditional learning procedure, which
means that students are used to listening to lectures given by the lecturers. In other words, the
method of instruction is still teacher-centered. Some teachers in a Vietnamese university, for
instance, focus significantly on delivering lectures instead of promoting students’ critical
thinking. Thus, students critical thinking abilities cannot be strengthened by this traditional
approach.
Problem-Based Learning (PBL), a student-centered strategy emphasizing learning
through problem-solving, has been suggested and used to develop CT in undergraduates. To
face the challenges of the 21st century, the lecturers should better prepare students to be
investigators, problem solvers, and creative thinkers (Barell, 2010). For students, being able to
solve problems is crucial since it is necessary for their studying process, and it helps them
succeed in their future careers (Duong, 2012). Therefore, it is essential to develop a learning
approach that can enhance students' capacity for problem-solving. In order to attain the goal

4
as effectively as possible, a lecturer must be able to use the teaching strategy that may develop
students' capacity for critical, imaginative, analytical, systematic, and logical thought. This
approach can help students learn to think critically and work instead of memorization. This
will undoubtedly help students improve their ability to, most of the time, think critically. The
idea is consistent with Susanto's (2015) study, which asserts that PBL instruction can enhance
students' capacity for original thought. This paper is written to examine how PBL enhances
CT of Vietnamese students. In addition, it illustrates how PBL could impact students’
learning progress, with a focus on improving CT in their minds.

II/ Literature Review

1. Critical Thinking (CT)
1.1. Definition
The English word "critical" originates from the Latin word “Criticus” or the Greek
word “Kritikos”, both of which signify the capacity to discern or render judgments. Critical
thinking refers to a way of thinking that a person engages in so that they can examine
different aspects of their environment and make suitable decisions. It is also one of the higher
order thinking skills (HOTS), which are acknowledged to play an essential part in the moral,
social, mental, cognitive, and scientific growth of a person (Arends, 1997; Pieterse, Lawrence,
& Friedrich-Nel, 2016). Since thinking does have a connection to the self-organizing patterns
that are present in all creatures, including humans, everyone possesses the ability to develop
into a critical thinker (Zubaidah, 2010). According to Johnson (2002), critical thinking is not a
skill that requires much practice and is not just the domain of those with high IQs. Instead,
this is a skill that everyone can utilize. Ennis (1991) defines critical thinking as "rational and
reflective thinking" that prioritizes belief or action-based decision-making. Therefore, in order
to think critically, a person must have a particular extent of self-awareness and other
characteristics that enable them to justify their analysis and interpretation, as well as evaluate
any inferences they may have drawn.
1.2. Approaches and strategies to promote CT
Lately, researchers have started to study the relationship between critical
thinking skills and the ability to think critically. Many people consider that in addition to
developing CT abilities, cultivating the ability to think critically is also essential. Although
studies on the propensity to think critically have grown recently, Dewey (1933) emphasized
that having information does not automatically translate into good thinking; rather, one must
have the desire to think. He believed that three attitudes, including responsibility,

5
wholeheartedness, and open-mindedness, were crucial character attributes for cultivating the
habit of thought.
Different teaching strategies can be used by educators to encourage critical thinking
and problem-solving. Many college professors demand critical thinking from their pupils.
Espeland and Shanta (2001) made the case that instructors who use lectures as a major
component of their pedagogical approach may give their students an unfair advantage. During
the lecture, the instructor arranges and presents crucial material without input from the
students; as a result, they no longer have the option to choose for themselves what knowledge
is crucial to have. To encourage CT, it is necessary to expose students to a variety of teaching
strategies. As Kloss (1994) remarked, sometimes students get stuck and are unable to
comprehend that there are multiple solutions to a given problem. He added that in order to
foster progress, students need to be exposed to ambiguity and many viewpoints on a situation
or problem. However, not every student has the cognitive abilities to evaluate and combine
information without practice. The information and examples for various teaching strategies
for CT are provided in the three following sections.
Questioning: There are numerous interrogation techniques available to develop CT.
Based on how a question is worded, the student may draw conclusions using various CT
skills, including interpretation, analysis, and assumption recognition. The words or phrases
"explain," "compare," "why," "which is a solution to the problem," "what is the best and
why," and "do you agree or disagree with this statement" should be used at the beginning or
end of higher-level thinking questions. Socratic questioning is another style of questioning
which puts an emphasis on explanation. After a student responds to a question, they can ask a
different student to sum up what they just said. The student can show that they were paying
attention, had taken in the information, and understood it well enough to summarize it in their
own words. Along with employing these questioning strategies, it's crucial to familiarize the
students with such interaction. According to Mills (1995), intriguing questions for class
discussion should be succinct and only present one or two issues at a time. Additionally,
giving students a purposeful "wait" time of at least five seconds after they are asked a
question is crucial. If a thought question is posed, the learners must have time to consider the
response.
Classroom discussion and debates: Discussion and debates in the classroom can also
cultivate critical thinking. In a negotiation model established by Bernstein in 1985, students
were presented with contradictory but plausible opinions. The tension between the two
arguments, which is known to be one of the factors promoting critical thought, presented a
challenge to the students. For instance, controversial topics like pornography and animal
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rights were presented and discussed. Students gave a positive response, and as the session
went on, they acknowledged being more comfortable debating opposing viewpoints on an
issue. Daily newspaper articles that are relevant to the class material also enable a teacher to
generate discussion. For instance, a professional athlete who reportedly passed away from
heart disease could be the topic of a lecture or different writing projects. This gives them a
platform to think by themselves and learn that not everyone in the room sees the material in
the same way. Whatever the strategy used, researchers and educators concur that assignments
and disputes are helpful in encouraging students to think.
Written assignments: Tasks performed in and out of the classroom can be effective
tools for encouraging students to broaden their thought processes. Emig (1983) believed that
encouraging children to write benefits their learning in certain ways because writing, both as a
process and as a product, comprises a group of qualities that are specifically correlated to
some potent learning processes. As a general rule, assignments meant to foster thought should
be concise (as opposed to lengthy term papers) and concentrate on the thinking process.
Meyers (1986) claimed that term papers frequently turn out to be exercised in replicating the
opinions of others. Fopma-Loy and Ulrich (1999) suggested several CT classroom activities
that teachers might use to encourage higher-order thinking. Many of them include the
student's personal reflection, enabling the learners to connect the lesson to their emotions. It is
crucial to demonstrate the topic's relevance by showing how you personally respond to
cognitive information.
2. The importance and impacts of CT in language learning
Numerous studies have indicated that CT has a number of positive impacts on
language learning. As regards learning in general, students' ability to learn and their level of
academic achievement has been found to be strongly influenced by their critical thinking
(Betoret, 2007). Another study by Mahyuddin et al. (2004) suggested that language learners
who possess the capacity for CT are able to think not only critically but also creatively to
attain the goals of their curriculum. These learners are also better able to make decisions,
solve problems, understand the subject matter and be intellectually well-balanced, all of
which are indicative of potential benefits for language learning.
Concerning CT’s impact on learning English as a Foreign Language (EFL), one study
found that critical thinking contributes significantly to EFL proficiency, which has held true
irrespective of participants' gender (Rezaee & Mubarak, 2018). This is consistent with
research which demonstrated the importance of developing higher-order thinking skills in
foreign language classrooms (Chamot, 1995; Tarvin & Al-Arishi, 1991). In fact, empirical
evidence also points to the effectiveness of combining the teaching of critical thinking with
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that of a foreign language (Chapple & Curtis, 2000). Research also corroborates the
hypothesis that learners use language more proficiently when motivated and when they
receive instruction on how to demonstrate CT in their use of foreign languages. (Rafi, n.d.)
Apart from studies focusing on CT’s positive impact on language proficiency as a
whole, multiple studies have also discovered CT's positive effects on specific language skills,
particularly reading, writing, and speaking. Concerning reading, there are reasons to believe
that this skill can improve in conjunction with the development of CT. In fact, reading
comprehension often involves understanding the relationship between pieces of information,
the process of which requires the capacity for CT (Strauffer, 1965). It follows, then, that the
greater the extent of CT utilisation is, the higher the likelihood will be that the learner
performs well strategically and skillfully in reading (Paul & Elder, 2002, 2006; Tompkins,
2005).
Writing is another skill that can be enhanced as a result of CT. Stapleton (2001)
suggests that writing serves as a reflection of a thinking mind. This implies that effective CT
has the potential to promote writing competence. The value of CT in improving ESL writing
ability has been confirmed by numerous studies (Rafi, n.d.). Not limited to writing, CT has
also been found to foster learners' oral communication ability (Kusaka & Robertson, n.d.).

III/ Promoting CT through Problem-based Learning (PPL)

1. What is Problem-based Learning?
Before visiting the definition of problem-based learning, the history of PBL will be
discussed first. Attempting to comprehend or solve an issue has led to the development of the
motivating, demanding, and pleasant learning strategy known as problem-based learning
(PBL) (Norman and Schmidt, 2000). In 1965, PBL was initially implemented at McMaster
University in Canada. The McMaster medical school PBL model was formed shortly after
that, in 1974. This example inspired other colleges to incorporate a like structure into their
curricula. PBL now has gained popularity and is applied in a variety of higher education
institutions throughout the globe, including those in Australia, Denmark, and China (Kolmos
et al., 2007). PBL is described as "the learning that occurs from the process of working
towards the knowledge of a resolution of a problem" by Barret (2005). In the course of
learning, the issue initially arises. PBL is defined as a teaching strategy that simultaneously
develops problem-solving techniques, disciplinary knowledge, and skills by putting students
in the active role of problem-solvers when presented with a structured problem that mimics
real-world problems by Cunningham et al. (2000).

8
 The PBL's concepts are based on the McMaster model, which calls for identifying
problem scenarios, doing information searches, and discussing and using new knowledge to
cope with problems (Barrows & Tamblyn, 1980). In their opinion, PBL’s characteristics are
learner-centered (emphasizing students’ learning responsibility), problem-based (authentic
and practical problems), problem-solving (problems are used to boost the development and
reasoning skills level), and self-coordinated (learners can justify what they study derived from
the assignment to solve the problem); Reiterative (students will review the difficulties after
finishing their self-study and relate the most current knowledge they learned from problem-
solving); Collaborative (students will work together to solve problems); self-reflection
(students will reflect on their own in light of the most recent information and comparison to
the most recent issue, generating consideration for the similar problem in the future when the
problem is resolved); self-monitoring (students will keep track of their performance and
progress); and self-accomplishment. Last but not least, authentic (all required PBL learning
behavior, including all the necessary stages by students, will be evaluated in real-world
situations).
Thus, PBL is a method of learning that places learners in the context of real-world
issues to help them develop their critical thinking and problem-solving abilities and their
understanding of core ideas and knowledge from a course or subject.
2. The theoretical framework of PBL
The PBL is a widespread practice worldwide, which is applied differently depending
on the context of the region. However, they share the same theory root, Constructivism.
According to Kolb (1984), Lave and Wenger (1991), and Gardner (1993), cited in Mansor et
al. (2015), when one is constructing their comprehension of a piece of information actively,
they tend to learn best. Similarly, the theory is described by Jonassen (1991), cited in Marra et
al. (2014), in five terms involving (i) when interacting with the environment, students can
develop their knowledge, which could be interpreted that by interacting with their
surroundings, such as peers and context, students might gain new information or develop the
already-exist one; (ii) knowledge of oneself is of how they perceive the world, which means
learners’ knowledge is unique, and it exists within them and can be shared by their will; (iii)
The instruments we employ and the culture and community in which we live are all sources of
meaning and thought, which can be comprehended that knowledge and beliefs can be affected
by interacting with the outside world, via peers communication or engaging in activities; (iv)
relevant settings serve as both an anchor and an index for knowledge, meaning that
knowledge that students learned, or skills that they applied depend heavily on contexts, and
without it, information can be irrelevant; and (v) queries, needs, or desire to know is what
9
prompts knowledge formation, which can be translated into that when students are required to
resolve problems, their needs for information contribute to their learning process.
Regarding the theory, in the PBL model in medical education, Barrows (1996) has
sorted out a list of six primary features, including (1) a student-centered environment where
students are responsible for their own learning; (2) students should be divided into small
groups so that the learning process might occur and also push their cooperative ability; (3)
teachers should take the role of a facilitator or guide which means that the teachers should
only provide enough information to push students’ understanding; (4) problems create the
concentration and reinforcement for learning, which means that students can learn from the
problems by attempting to understand it, and therefore, they can apply it to solve the
presented problems and also future ones; (5) in clinical education, problems serve as a
platform for the improvement of students which requires the problems that presented in
learning should be authentic in a way that could provide students with practical application;
and (6) knowledge is acquired through the process of self-directed learning.
3. The connection between PBL and CT
As mentioned above, Problem-based learning (PBL) and critical thinking refer to
using knowledge, facts, and data to solve problems effectively. From the academic
perspective, PBL is considered a very satisfying method of teaching (Forsythe, 2002). Besides
fostering more profound learning, Masek & Yamin (2011) believed that PBL increases
students’ critical thinking ability. PBL processes like discussion, brainstorming sessions,
debate sessions, interaction, reflection, and feedback may help to improve necessary thinking
skills (Masek and Yamin, 2012). Bailin et al. (1999) claimed that teaching students to think
critically teaches them how to generate analytical outcomes based on properly using concepts
or principles. Also, Garcia and Pintrich (1992), cited in Masek and Yamin (2011), claimed
that critical thinking is essential in applying problem-solving skills in unusual contexts.
Moreover, according to Aswan, D. M. et al. (2018), core activities of PBL might provide
students with opportunities to cultivate their ways of thinking in ways that familiarize them to
think critically about the context. Masek and Yamin (2011) believed that the capability to
apply what has been learned is beneficial due to the productive environment created by the
PBL and is in line with a concept of cognitive competencies by Tan (2009).
A study conducted by Lapuz & Fulgencio (2020) has research on secondary school
students to discover whether the relationship between PBL and critical thinking skills exists or
not. The study illustrated the critical thinking level before and after applying PBL using
formative evaluation such as quizzes, group work, and tangible outputs. Those who
participated in the research at that time had similar critical thinking skills, and some
10
improvements were needed. The collected results showed a remarkable change not only in the
students’ scores based on students’ quizzes but also in the level of their critical thinking skills.
Thus, it could be said that PBL has improved students’ performance and affected academic
achievement (Wilder, 2015). Students’ English proficiency has a tremendous improvement
based on the high scores of both pre-test and post-test increased among students. Due to the
positive evidence above, it could be said that PBL dramatically impacts students’ intrinsic
motivation, increases their ability to think, and has meta-cognitive and self-regulated learning
(Sungur & Tekkaya, 2006). Mergendoller, Maxwell, and Bellisimo (2000) show their
agreement that the PBL approach is much more effective than the usual lecture-discussion.
Besides, the findings from Kang, Kim, Kim, Oh, and Lee (2015) also record similar results
and assume the effectiveness of PBL on students’ critical thinking.
Regarding the aforementioned findings, the connection between critical thinking and
PBL is evident when there is a dramatic difference in critical thinking ability before and after
the intervention of PBL. Therefore, teachers may take advantage of this PBL approach to
improve the level of critical thinking skills of the students and facilitate their learning process.

IV/ Challenges in applying problem-based learning to enhance CT for Vietnamese

undergraduate students
In addition to its positive attributes and strengths, Ceker & Ozadamli (2016) take into
account the challenges that might present impediments in the implementation of problem-
based learning. Both students and instructors struggle with these issues.
The first challenging area for students is that they may need extra time while
completing difficult activities, particularly ones that require higher-order cognitive skills to
which they are not used. Students commonly struggle with problem-solving because they do
not understand the problem-solving process (Yu, Fan, and Lin, 2015). Additionally, students
may complete their assignments more slowly or more quickly than the given time, depending
on whether they receive group or individualized guidance. And group work skill is another
worth mentioning issue. Ahmed (2014) notes that PBL's effectiveness may be hindered by
problems with group work. Critical thinking is believed to be enhanced most when
individuals gather and participate in solving problems as a group. However, Vietnamese
students are less engaged in class discussions and group discussions for several reasons. They
get used to the learning concept where the teacher is the center, and students find it hard to
collaborate with others as they do not match their opinions. Students still prefer to work alone
and come to the teacher with urgent problems rather than first talking to others in the group.
In terms of working as groups, academically stronger groups do significantly better than those
11
with slower academic members. Because there are poor group dynamics and no "spoon-
feeding" from instructors, the students discover that the initial stages of the PBL process are
the most challenging. The next challenge is finding the right balance between offering
students flexibility in project design and providing them with enough feedback, so they do not
become too confused or irritated is the first step. PBL calls for students to recognize issue
statements and move on to provide solutions. Students often lose a sense of security because
of the “messiness” of PBL over traditional teaching, causing anxiety (Pawson et al., 2006).
They request assurance from teachers to check whether they are going in the correct way.
One of the main difficulties in implementing problem-based learning for teachers,
according to Mansor et al. (2015), is that teachers find it challenging to take on the role of
facilitators. PBL challenges traditional pedagogy, forcing instructors to reevaluate their
pedagogical ideas since the philosophy behind PBL can often conflict with teachers’ beliefs
(Rosenfeld & Rosenfeld, 2006). PBL requires that teachers change from providing knowledge
to supporting learning (Dahlgren et al., 1998). Since their function shifts from information
provider to facilitator of knowledge acquisition (Murray & Saven-Baden, 2000), teachers may
feel that their expertise is not being used (Dahlgren et al., 1998). Regarding choosing suitable
materials, teachers also need to take into account the issues used in the classroom as they are
connected to students' interest in joining in their learning progress in order to foster higher-
order thinking skills (Tawfik & Lilly, 2015). This is because students’ HOTS are encouraged
by contextual problems (Iswandari et al., 2017).
In short, the difficulties of PBL are primarily caused by the principles of PBL and the
willingness of both teachers and students. It ranges from teachers' reluctance to have less
control and discomfort with teamwork to a lack of a comprehensive approach to problem-
solving.

V/ Conditions for problem-based learning to be effective in developing Vietnamese

under-graduates critical thinking
According to Tan, the educational pedagogy of the 21st century is driven by the need
to foster intelligence, and “developing intelligence is about learning to solve problems” (Tan,
2009). However, in Asian countries, particularly Vietnam, critical thinking is thought to be
very difficult to teach as it is a Western concept (Atkinson, 1997); moreover, as mentioned,
one of the challenges for the implication of the PBL in Vietnam is the imprinting concept of
being teacher-centered which is a barrier to the collaboration of students. Therefore, the first
step in successfully applying PBL in the Vietnam context is that teachers, according to the
framework of PBL, should only stay in the role of facilitators who push students in their
12
acknowledging process, so the students can avoid the need for “spoon-feeding” to cooperate
better with their peers. Secondly, Vietnamese students' aspects can also be considered
essential in a compelling PBL case. In many classrooms, students tend to work alone instead
of in groups or pairs because they find a lack of matching opinions from their peers, and they
usually rely on teachers’ help.
In contrast, the PBL autonomy requires learners to discover and develop knowledge
through interacting with the environment, including contexts, peer communication, and
remote support from instructors. Consequently, to well establish a PBL classroom, initially,
students should be responsible for becoming autonomous learners to suit this non-traditional
method of teaching. In short, for an ideal situation where the PBL classroom could work, both
teachers and students are required to take a step forward to mold their mindset to match the
new style of teaching and learning, where the teachers are less active in providing knowledge
(Murray & Saven-Baden, 2000), and students are more open-minded to collaborate with their
classmates so that the knowledge can be reached, and the goal can be obtained.

VI/ Conclusion
1. Summary
As highlighted in the literature review, encouraging and nurturing critical thinking is
believed to be essential for undergraduate students in Vietnam to meet the requirements of
society. Despite the availability of various strategies, problem-based learning has been
demonstrated to be an efficient and adaptable strategy for fostering critical thinking, as it
requires students to successfully apply knowledge, facts, and data analysis to problem-
solving. However, because PBL is most effective when it is conditioned by group work and
teachers’ well preparation, its effectiveness might be lessened since both Vietnamese teachers
and students are accustomed to teacher-centered environments, thereby being less interested
in the PBL process. The ratio between the amount of instruction and the number of feedback
students receive should also be taken into account. Accordingly, to establish a dynamic
classroom atmosphere where students may improve their CT, Vietnamese teachers must hone
their CT and utilize PBL as a teaching tool instead of striving to control the classroom.
2. Research gaps and questions
Numerous researchers have investigated the effects of critical thinking on language
acquisition. Others have examined the effectiveness of problem-based learning in motivating
students to develop higher-order thinking skills (HOTS). However, the measurement of PBL's
effectiveness in boosting Vietnamese students' critical thinking and writing skills remained
under-explored. Therefore, based on the developed materials, it is determined that the
13
objective of this study is to evaluate whether or not PBL can be used to motivate Vietnamese
learners to foster and promote their CT in order to achieve language acquisition besides the
traditional teaching methods. In addition, the paper aims to answer the following questions:
1/ How can critical thinking affect undergraduates’ performance?
2/ What aspects of critical thinking are affected by the problem-based learning
process?

14
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