'Just what the doctor ordered': the application of problem-based learning to EAP

Wood, Alistair; Head, Michael

doi:10.1016/s0889-4906(03)00031-0

Cited by 17 publications

(5 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Problem-based learning has been advanced in higher education as a powerful instructional approach to promoting deep and meaningful learning (Allen and Rooney 1998;Esteban and Canado 2004;Strobel and Barneveld 2009). Previous studies have documented evidence of its effects on promoting deep learning (Huang and Wang 2012), self-directed learning (Hmelo-Silver 2004), and higher-order thinking skills (Zabit 2010), as well as on language use embedded in certain domain areas where English is used as a second or foreign language (Hunter, Vickery, and Smyth 2010;Wood and Head 2004). The PBL approach provides authentic business contexts and opportunities for students to work in small groups to analyse and solve real problems (Haines 1989;Lee 2002), which enables the co-construction of business knowledge through the use of English as a foreign language (Grosse 1988).…”

Section: Student Learning In Problem-based Learning In International mentioning

confidence: 99%

Chinese business students’ changes in beliefs and strategy use in a constructively aligned PBL course

Zhao

Zhang

2017

Teaching in Higher Education

View full text Add to dashboard Cite

Section: Student Learning In Problem-based Learning In International mentioning

confidence: 99%

Chinese business students’ changes in beliefs and strategy use in a constructively aligned PBL course

Zhao

Zhang

2017

Teaching in Higher Education

View full text Add to dashboard Cite

“…Maudsley 2003). Research interest in the language features of PBL classrooms has stemmed mostly from researcher-practioners teaching in language support contexts such as Faculty based support (Imafuku 2006;Remedios 2005), EAP (Wood and Head 2004) and English speaking universities in ESL contexts (Legg 2005). This research has provided insights into the generic structure and processes of PBL, the differing tutor roles, as well as highlighting the differences in the processes of 'doing PBL' amongst medical and health science schools.…”

Section: Discourse Analytical Accounts Of Pblmentioning

confidence: 99%

Classroom discourse in problem-based learning classrooms in the health sciences

Woodward‐Kron

Remedios

2007

ARAL

View full text Add to dashboard Cite

Classroom discourse analysis has contributed to understandings of the nature of student-teacher interactions, and how learning takes place in the classroom; however, much of this work has been undertaken in teacher-directed learning contexts. Student-centred classrooms such as problem-based learning (PBL) approaches are increasingly common in professional disciplines such as the health sciences and medicine. With the globalisation of education, health science and medical education, PBL classrooms are often sites of considerable linguistic and cultural diversity, yet little is known from a classroom discourse perspective about the language demands of PBL. This paper examines the ways in which the students and tutor negotiate and construct meanings through language in one first year physiotherapy PBL tutorial at an Australian university, with a particular focus on the ways in which the discourse is regulated in a student-centred learning environment. The analysis of the classroom discourse is underpinned by Halliday’s systemic functional linguistics. The findings provide a description of the linguistic resources students draw on to co-construct and negotiate knowledge, as well as show how the tutor, with minimal strategic interventions, scaffolds the students’ learning. The findings also suggest that the PBL environment can be a challenging one for students whose cultural and language backgrounds are different from that of the classroom.

show abstract

“…However, research into the design and implementation of PBL in English as a foreign language (EFL) contexts remains relatively piecemeal (Abdullah, 1998;Larsson, 2001;Mathews-Aydinli, 2007). A number of older, but still relevant, studies have described the programmatic adoption of PBL in business communication (Allen & Rooney, 1998), biomedical English (Wood & Head, 2003), and legal English (Ali & Abdul Kader, 2005). Greenier (2018) proposes an interesting instructional PBL model specifically designed for the second language learning context.…”

Section: Pbl and Language Learningmentioning

confidence: 99%

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

Al-Busaidi

Yusuf

Reinders

2021

IJLTER

View full text Add to dashboard Cite

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.

show abstract

'Just what the doctor ordered': the application of problem-based learning to EAP

Cited by 17 publications

References 21 publications

Chinese business students’ changes in beliefs and strategy use in a constructively aligned PBL course

Chinese business students’ changes in beliefs and strategy use in a constructively aligned PBL course

Classroom discourse in problem-based learning classrooms in the health sciences

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

Contact Info

Product

Resources

About