A Model for Implementing Problem-Based Language Learning: Experiences from a Seven-Year Journey

Abstract

The purpose of this paper is twofold. First, it aims to identify the challenges and barriers experienced in implementing problem-based Learning (PBL) in a language program at Sultan Qaboos University in the Sultanate of Oman. Second, it proposes a working model for integrating PBL into an existing program. The research was conducted using a case study approach underpinned by design-based research principles. The proposed model came as a result of tracing the development of the program over a period of seven years with a total of 14 instructors and 2800 students. The model consists of a number of elements which include the use of hybridizing courses, the careful scaffolding of teachers and students, and the development of a PBL culture of collaboration and interdependence. Each of these elements is described from a process perspective, detailing how we attempted to implement them and how they reacted to challenges along the way. Even though the model was designed for a specific language learning and teaching context, it can be adapted to suit local needs. The model is unique in that it creatively integrates the relevant PBL and linguistic aspects that are often missing in PBL designs but are essential for a successful implementation. The skills training and the scaffolding that the model proposes can offer one means of working around rigid institutional and curricula requirements that often face PBL adoption. It is hoped that the model may support future implementations of successful PBL.

Needs Analysis of Problem-Based Learning Models in Boarding School: A Preliminary Research

“…Problem-based Learning is a model based on using problems as a starting point for the acquisition and integration of new knowledge. With this learning, students are introduced from the start to various life problems that they may encounter later when they graduate from school [12,58]. However, adopting problem-based Learning into Learning faces challenges because of several factors, including belief factors and problems with learning practices carried out by teachers [89].…”

“…states that Problem-based Learning combines cognitive theory and constructivism to develop cognitive processes by providing opportunities to learn in relevant situations. Problem-based Learning is also expressed as a form of realization of constructivism with students actively involved in learning through cognitive processes and interactions with the environment [8,58]. [59] states that problem-based learning syntax consists of five main phases described in the following table.…”

The Influence of Architecture Students’ Learning Approaches on their Academic Performance in Two Nigeria Universities

“…According to Moh'd et al (2015), when instructors fail to actively involve students in class discussions, students tend to apply rote learning, which hinders them from acquiring critical thinking skills. Al-Busaidi, Yusuf and Reinders (2021) reported that research has also established collaboration, which promotes a deep learning approach can be achieved in the classroom through the introduction of problem-based learning. Tee-Meng ( 2016) has suggested that some of the techniques instructors could adopt in order to assist students imbibe deep learning approaches include role playing, and small and large group discussions.…”

Problem-Based Learning and Capstone Course Teaching Strategies for University Social Responsibility: The Case of a Packaging Design Course

“…Fan (2019) suggested that course curriculum should be practice-oriented to produce students to meet the needs and expectations of the workplace and employers, satisfying requirements for industry development. Al-Busaidi et al (2021) believe that PBL emphasises the meaningful use of language as a tool for communication and problem-solving.…”

“…The implementation steps and key points of PBL have been in place for many years, and there are various versions and approaches, but the core concepts and aims are the same (Al-Busaidi et al, 2021). According to Barrett & Moore (2011) and Flipped Education and Action Learning Association (2018), PBL can be divided into the following seven stages: 1. problem-solving; 2. case-based; 3. selfdirected; 4. small group discussion; 5. tutor-assisted; 6. self-assessment; 7. development of interpersonal skills.…”