Implementation of Problem-based Learning in Reading among Primary School English Teachers in Neijiang City, Sichuan Province, China

Problem-based Learning (PBL) is a student-centered teaching method with teachers as facilitators. In order to promote the mastery and implementation of PBL by primary school English teachers, this study is conducted to determine the knowledge and implementation level of the PBL, and compare the knowledge and implementation level of the PBL between English major and non-English major teachers. A total of 150 English teachers from public primary schools in urban areas of Neijiang City, Sichuan Province, China was involved in the study. The instrument used was an online questionnaire. The result from descriptive statistics and T-test showed that the knowledge and implementation level of PBL among primary school English teachers is high. Besides, there is no significant difference between English major and non-English major primary school English teachers in knowledge and implementation level of PBL. It was found that English major background has no effect on teachers’ knowledge and implementation level of PBL in primary school English reading class. Overall, this study explored the implementation of PBL among primary school English teachers in reading and promoted teachers’ attention to PBL, improved teachers’ ability to apply PBL, enhanced the English reading ability of primary school students, and promoted the reform and development of teaching methods.