Abstract:

Problem-based learning (PBL) is purported to empower learners by encouraging them to take a deep approach to learning and become more confident and self-directed in their learning. This paper explores student experiences of a first year undergraduate English for Specific Purposes (ESP) course, that uses the PBL approach. In particular, this paper presents a PhD ethnographic case study that focuses on student experiences of learning English in a PBL environment. The learning was grounded in genuine situations of practice in which high degree of team work and collaboration was eminent. A particular community was established in which lecturers and students interacted to negotiate and construct new understandings and develop life-long learning skills. Data on the student experiences were gathered from classroom observations, a focus group, and student/lecturer interviews and access to student reflective journal entries. The data were trigulated and analysed qualitatively in order to identify emerging themes. The analysis reveals that students welcomed and valued the opportunity of the new found learning territory of taking more responsibility for their learning and the freedom of action and thought. It was further found that during the course, participants achieved new insights into themselves as language learners despite finding it challenging, particularly in the initial phase when they were confronted with learning in a different mode. They became very involved in the course because they were genuinely enthused and interested in the learning process. This is seen as crucial and significant for developing the necessary competence in mastery of the English language.

Keywords:

Problem-based learning, English for Specific Purposes, case study, ethnographic, qualitative, language learning, experiences.