Suggestions for Designing a PBL-Enabled Hindi Class: Focusing on Face-to-Face Classroom

Abstract

This study explores the application of Problem-Based Learning (PBL) in Hindi language education, aiming to develop a customized PBL lesson model tailored to different proficiency levels. Recognizing the growing importance of PBL as an effective pedagogical approach, this research addresses the need for specific strategies to implement it within Hindi classrooms. The study proposes differentiated PBL lesson models for beginner, intermediate, and advanced learners. These include: the "Building a Hindi Village Project" for beginners, focusing on natural acquisition of basic vocabulary and grammar; the "Exploring Indian Culture Project" for intermediate learners, designed to enhance language skills and cultural understanding; and the "Solving Indian Social Problems Project" for advanced learners, challenging them to analyze and propose solutions to complex social issues, thereby developing high-level language proficiency. The research highlights the crucial factors to consider when designing Hindi PBL lessons, such as learner level, Indian culture, learning materials, assessment methods, teacher's role, and learning environment. This study contributes to a learner-centered and self-directed approach to Hindi education, aiming to maximize learning effectiveness and revitalize research in the field. While acknowledging limitations in generalizability due to sample size and the absence of empirical validation of the model's effectiveness, the study suggests directions for future research. These include expanding the study population, implementing the developed PBL model in real classroom settings to assess its impact, and further exploring methods to optimize PBL effectiveness. This study offers potential new avenues for Hindi education and encourages further research to enhance the field.