TY  - JOUR
TT  - PBL LANGUAGE CASE-DESIGN MODEL: THE ISSUE ON ‘ILL-STRUCTUREDNESS’
AU  - Mohd-ali, Suraini
AU  - Massari, Norhaili
AU  - Ahmad Mahir, Normazla
AU  - Harun, Haliza
AU  - Baharun, Hazleena
AU  - Puteh-behak, Fariza
AU  - Mat Saad, Noor Saazai
AU  - Darmi, Ramiaida
PY  - 2017
DA  - August
DO  - 10.18768/ijaedu.336211
JF  - IJAEDU- International E-Journal of Advances in Education
JO  - IJAEDU
PB  - OCERINT International Organization Center of Academic Research
WT  - DergiPark
SN  - 2411-1821
SP  - 243
EP  - 250
VL  - 3
IS  - 8
KW  - Problem-Based Learning (PBL)
KW  - PBL Language Case-Design Model
KW  - Ill-structuredness
N2  - Problem-Based Learning (PBL) aligns with approachesrequired in second language learning and teaching in which students learn thetarget language by practicing it and thus, making it an acceptable pedagogicalchoice to cater for the need of the language learners. Case/Problem is the coreelement in PBL. The important characteristics of PBL include students learningwith an ill-structured problem in which the problem acts as the starting pointto structure the learning agenda. However, due to lack of knowledge andexperience in crafting cases and the scarcity of case design models forlanguage, practitioners often find it challenging to employ PBL approach intheir classrooms. This research aims to study the feasibility of using the 3C3RCase-Design Model (Hung, 2006) in terms of ‘case ill-structuredness’ in craftingPBL cases for a General English Proficiency (GEP) Course. In this ActionResearch approach, four steps (planning, action, observation and reflect) wereclosely followed within two cycles of the action research procedure. Datacollection tools were observation checklist and focus group interviews with agroup of English language practitioners which was then analyzed using contentanalysis for emerging themes. The findings revealed some significant themespertaining to the need for adaptation and inclusion of other components in themodel to craft PBL cases for language courses. One of the significant themeswas on ‘ill-structuredness’ as a component to be included in the 3C3R model.The findings also suggest the importance of the emerging PBL LanguageCase-design Model for language teaching which is expected to be a reference notonly for English Language practitioners with limited case-design knowledge butalso practitioners teaching other languages, for their specific classroomgoals.
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UR  - https://doi.org/10.18768/ijaedu.336211
L1  - https://dergipark.org.tr/en/download/article-file/337879
ER  -