Abstract:

Problem Based Learning (PBL ahead), (Barrows, 1996) is the main methodology in our Innovation Teaching Group (07NA5008) at the University of Córdoba. This group devotes its efforts to the study of the application of PBL methodology to the new University degrees (Ortega, 2005). Some theoretical and practical modules from this approach were being implemented during last academic year (08-09) in different specialties of our Faculty (e.g. Early Years and Foreign Languages for Teacher Degree and Psycho-pedagogy) (Ortega et al. 2008). Such implementation was carried out according to two different modalities: a) Content-approached teaching/learning: teachers planned the contents of one subject with a PBL volunteer task for small-sized groups (students at their 1st year); b) Interdisciplinary teaching: teachers planned the contents of one subject according to the main principles of the PBL approach and all the students had to participate in the development of a task (students at their 2nd, 3rd, or last years of their degree). The assessment of such methodology (by field registers of teachers, qualitative & quantitative questionnaires for students) and the following-up, reflection and discussion of the group of teachers, have all allowed us to learn about the opportunities and weaknesses, as well as the improvement aspects of the implementation of this approach for the HEA.
One of such improvements is peer-based learning, as participating teachers felt they need to improve in/ get some capabilities which could be taught by peer-teachers, participating in the group. Out of these, English and the command in English for Academic Purposes (EAP) appeared as an essential tool for their teaching and research University activities.
This paper will develop the topic dealt with in this activity (peer-based learning tasks) and the results obtained among the participating subjects.

Keywords:

Problem-Based Learning (PBL), peer-based learning, training, English for Academic Purposes (EAP).