TY  - JOUR
TT  - PROBLEM-BASED LEARNING (PBL) LANGUAGE CASE-CRAFTING MODEL (PBL-LcCRAFT): LANGUAGE-IN-USE AND THE 3R
AU  - Mohd-ali, Suraini
AU  - Baharun, Hazleena
AU  - Harun, Haliza
AU  - Darmi, Ramiaida
AU  - Mat Saad, Noor Saazai
AU  - Puteh-behak, Fariza
AU  - Massari, Norhaili
AU  - Ahmad Mahir, Normazla
PY  - 2017
DA  - August
DO  - 10.18769/ijasos.336976
JF  - IJASOS- International E-journal of Advances in Social Sciences
JO  - IJASOS
PB  - OCERINT International Organization Center of Academic Research
WT  - DergiPark
SN  - 2411-183X
SP  - 459
EP  - 466
VL  - 3
IS  - 8
KW  - Problem-Based Learning (PBL)
KW  - PBL-LcCRAFT model
KW  - Language in-use
KW  - 3R component
N2  - This article describes a new PBL case designmodel for language practitioners that emerged from an action research projecton PBL case-design training for language practitioners. Participants of theaction research project underwent two cycles of PBL case-design training. Datacollection tools consisting of an observation checklist and a series of focusgroup interview were used to collect data from the participants. Data gatheredwere then analyzed using content analysis for emerging themes. Findingsrevealed that modification to the model used is needed to suit the needs oflanguage practitioners in crafting cases for language classroom use. Known asthe Problem-Based Learning (PBL) Language Case Crafting Model (PBL-LcCRAFT),this new model is an extension from the original model used to train theparticipants, the 3C3R case-design model (Hung, 2006). While maintaining somecomponents from the original 3C3R case-design model, the PBL-LcCRAFT modelfurther extends the original model by including components which are found tobe very much relevant to language practitioners to craft PBL cases to be usedin language classrooms. This paper aims to discuss one major componentincorporated into the new model (i.e. Language-in-Use) to demonstrate languagepractice in meaningful contexts. It illustrates the significant and strong linkbetween the existing components from the 3C3R case-design model (i.e. 3R-Researching,Reasoning and Reflecting) with the newly incorporated one (i.e.Language-in-Use) in the realm of language teaching and learning. It is hopedthat all the components in the PBL-LcCRAFT model, will be able to serve as aguide for language practitioners in crafting PBL cases to meet their learners’language learning aims.
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UR  - https://doi.org/10.18769/ijasos.336976
L1  - https://dergipark.org.tr/en/download/article-file/339249
ER  -