International E-Journal of Advances in Education
Yazarlar: Suraini MOHD-ALİ, Norhaili MASSARİ, Normazla AHMAD MAHİR, Haliza HARUN, Hazleena BAHARUN, Fariza PUTEH-BEHAK, Noor Saazai MAT SAAD, Ramiaida DARMİ
Konular:Sosyal
DOI:10.18768/ijaedu.336211
Anahtar Kelimeler:Problem-Based Learning (PBL),PBL Language Case-Design Model,Ill-structuredness
Özet: Problem-Based Learning (PBL) aligns with approaches required in second language learning and teaching in which students learn the target language by practicing it and thus, making it an acceptable pedagogical choice to cater for the need of the language learners. Case/Problem is the core element in PBL. The important characteristics of PBL include students learning with an ill-structured problem in which the problem acts as the starting point to structure the learning agenda. However, due to lack of knowledge and experience in crafting cases and the scarcity of case design models for language, practitioners often find it challenging to employ PBL approach in their classrooms. This research aims to study the feasibility of using the 3C3R Case-Design Model (Hung, 2006) in terms of ‘case ill-structuredness’ in crafting PBL cases for a General English Proficiency (GEP) Course. In this Action Research approach, four steps (planning, action, observation and reflect) were closely followed within two cycles of the action research procedure. Data collection tools were observation checklist and focus group interviews with a group of English language practitioners which was then analyzed using content analysis for emerging themes. The findings revealed some significant themes pertaining to the need for adaptation and inclusion of other components in the model to craft PBL cases for language courses. One of the significant themes was on ‘ill-structuredness’ as a component to be included in the 3C3R model. The findings also suggest the importance of the emerging PBL Language Case-design Model for language teaching which is expected to be a reference not only for English Language practitioners with limited case-design knowledge but also practitioners teaching other languages, for their specific classroom goals.