Problem-Based Learning (PBL) Language Case Crafting (PBL-LcCRAFT) Model is a new PBL case design guide for language practitioners to craft PBL cases specifically for English Language teaching and learning. This paper describes five significant components in this new model that complement the 21st century learning skills. Data illustrated in this paper were drawn from an action research project on PBL case design training and model for English language practitioners. The four steps in the action research approach namely plan, act, observe and reflect were closely followed within two cycles of the research procedure. Data collection tools were observation checklist and focus group interviews with a group of English Language practitioners. The collected data were then analysed using content analysis for emerging themes and the findings were used to develop the new model (PBL-LcCRAFT). The outcome of this study is the new model which is a guide for crafting PBL cases specifically for languages. This paper discusses five interrelated components in the new model (Ill-structuredness, Language in-use, Researching, Reasoning and Reflecting) which language practitioners considered as significant components in crafting language cases. The key findings presented here are the five interrelated components in PBL-LcCRAFT that have assisted the practitioners to craft cases and the symbiosis between these five components with the 21st century skills (i.e. knowledge, creativity, collaboration, critical thinking and communication skills).

Problem-Based Learning (PBL) aligns with approaches required in second language learning and teaching in which students learn the target language by practicing it and thus, making it an acceptable pedagogical choice to cater for the need of the language learners. Case/Problem is the core element in PBL. The important characteristics of PBL include students learning with an ill-structured problem in which the problem acts as the starting point to structure the learning agenda. However, due to lack of knowledge and experience in crafting cases and the scarcity of case design models for language, practitioners often find it challenging to employ PBL approach in their classrooms. This research aims to study the feasibility of using the 3C3R Case-Design Model (Hung, 2006) to craft PBL cases for a General English Course. In this Action Research approach, four steps (planning, action, observation and reflect) were closely followed within two cycles of the action research procedure. Data collection tools were observation checklist and focus group interviews with a group of English language practitioners which was then analyzed using content analysis for emerging themes. The findings revealed some significant themes pertaining to the need for adaptation and inclusion of other components in the model to craft PBL cases for language courses. One of the significant theme was on `ill-structuredness' as a component to be included in the 3C3R model. The findings also suggest the importance of the emerging PBL Language Case-design Model for language teaching which is expected to be a reference to language practitioners with limited case-design knowledge to craft PBL cases for their specific classroom goals.

Background: Case/Problem is the core element for Problem-Based Learning (PBL). However, due to lack of knowledge and experience in crafting cases, practitioners often find it challenging to employ PBL approach in their classrooms. The purpose of this study was to train English language practitioners to craft their own PBL cases for a General English Course using 3C3R Case-Design Model (Hung, 2006) as the basis. The 3C3R model consists of two classes of components: core and processing components. Methods: This study employed the Action Research approach in which the four steps (planning, action, observation and reflect) were closely followed within two cycles of the action research procedure. Data were collected through observation checklist and focus group interviews with 8 participants who are English language practitioners. Results: The findings were two-fold: an emerging PBL case-design model for language courses (PBL Language Case-design Model) and the practitioners' experiences on the trainings. Some of the findings that led to the emerging PBL Language Case-design Model: a) issues on the content component in the 3C3R case design model (Hung, 2006); content was not the main aim when teaching language, b) the inclusion of affective angle in the model. Conclusion: In conclusion, the importance of the emerging PBL Language Case-design Model for language teaching and the valuable gains of the trainings in preparing PBL case crafters for language courses were the significant findings. The emerging model is not only expected to guide English Language practitioners with limited case-design knowledge but also practitioners teaching other languages, to craft PBL cases to meet their learners' language learning aims.