PBL LANGUAGE CASE-DESIGN MODEL: THE ISSUE ON ‘ILL-STRUCTUREDNESS’

Year 2017, Volume: 3 Issue: 8, 243 - 250, 31.08.2017

Suraini Mohd-ali Norhaili Massari Normazla Ahmad Mahir Haliza Harun Hazleena Baharun Fariza Puteh-behak Noor Saazai Mat Saad Ramiaida Darmi

https://doi.org/10.18768/ijaedu.336211

Abstract

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.

Keywords

Problem-Based Learning (PBL), PBL Language Case-Design Model, Ill-structuredness

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