Teaching Programming through Practical Problems: An Applied Approach with Minimal English Proficiency
Authors
Aysel Fataliyeva
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This research examines the innovative integration of programming education with English language instruction through a Problem-Based Learning (PBL) approach, designed to enhance both technical proficiency and communication skills among higher education students with minimal English proficiency. Conducted with 110 students from diverse programming-oriented faculties at Azerbaijan Technical University, the study employed a mixed-methods design, incorporating surveys, classroom observations, and project-based activities to evaluate the effectiveness of this interdisciplinary methodology. The results, supported by robust statistical analysis, reveal that embedding programming within language learning significantly elevates students’ motivation, accelerates technical vocabulary acquisition, and strengthens critical thinking abilities. The PBL framework, implemented through real-world projects such as weather applications and student assessment platforms, promotes learner autonomy, creativity, and collaborative problem-solving, aligning seamlessly with 21st-century educational needs. Classroom observations further indicate improved student engagement, self-confidence, and academic performance, underscoring the model’s transformative potential. By bridging the gap between theoretical knowledge and practical application, this approach not only enriches digital and linguistic competencies but also offers a forward-looking, adaptable framework for modern education systems. As such, it stands as a theoretically grounded and practically inspiring resource for educators and researchers seeking to innovate teaching practices in diverse learning contexts.
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Authors
Aysel Fataliyeva
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