Problem-based learning in English for a second language classroom

Students' perspectives

Norzaini Azman, Ling Kor Shin

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This article reports on a study that assessed the implementation of a Problem Based Learning (PBL) in English for Second Language (ESL) classroom at a local university in Malaysia. This study is a quasi experimental study which involved 32 undergraduates and 2 English tutors. The findings show that the students have positive perceptions on problem-based language learning and PBL has had a positive impact on the students' language skills particularly on their speaking skills. The results indicate that PBL can be successfully implemented on a small scale and PBL is not too challenging for first year students. The results highlight the need for the students to be well trained in the theory and practices of PBL for its implementation to be successful. Implications on the university teaching and learning of ESL language learners are also provided.

Original languageEnglish
Pages (from-to)109-126
Number of pages18
JournalInternational Journal of Learning
Volume18
Issue number6
Publication statusPublished - 2012

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classroom
language
learning
student
university teaching
first-year student
tutor
Malaysia
speaking
university

Keywords

  • Adult language learning
  • English for second language
  • Problem-based learning

ASJC Scopus subject areas

  • Education

Cite this

Problem-based learning in English for a second language classroom : Students' perspectives. / Azman, Norzaini; Shin, Ling Kor.

In: International Journal of Learning, Vol. 18, No. 6, 2012, p. 109-126.

Research output: Contribution to journalArticle

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