There is a line of research dealing with the fundamental features of Problem-Based Leaming (PBL) that are related to student leaming. Aspects of leaming context, social interaction and self-drected leaming are the concepts frequently discussed in relation to real life scenarios, leaming in collaboration and independent leamq in PBL. U s q the classroom concepts of Leamer Identity (LI), Leaming Context (LC) and Leaming inRelation (LR) as the dimemions of variation to understand the teaching and leaming process, this study unfolds the notion of student leaming for the group of leamers experiencing PBL in Business English Course (BEC). The data for this study is drawn from one of the researcher's research on leamer's perceptions of PBL in a BEC. A phenomenographic research paradigm was adopted to study 25 research paJticipants who are leamers of English as a Second Language (ESL) from BEC using PBL. Data were collected through interviews, field notes and artifacts. The findings of this study draw both specific and general conclusiom that are expected to raise implications for future scholarship and practice in teachng and learning of English using PBL in Malaysia. � Medwell Journals, 2017.

This article describes a new PBL case design model for language practitioners that emerged from an action research project on PBL case-design training for language practitioners. Participants of the action research project underwent two cycles of PBL case-design training. Data collection tools consisting of an observation checklist and a series of focus group interview were used to collect data from the participants. Data gathered were then analyzed using content analysis for emerging themes. Findings revealed that modification to the model used is needed to suit the needs of language practitioners in crafting cases for language classroom use. Known as the Problem-Based Learning (PBL) Language Case Crafting Model (PBL-LcCRAFT), this new model is an extension from the original model used to train the participants, the 3C3R case-design model (Hung, 2006). While maintaining some components from the original 3C3R case-design model, the PBL-LcCRAFT model further extends the original model by including components which are found to be very much relevant to language practitioners to craft PBL cases to be used in language classrooms. This paper aims to discuss one major component incorporated into the new model (i.e. Language-in-Use) to demonstrate language practice in meaningful contexts. It will illustrate the significant and strong link between the existing components from the 3C3R case-design model (i.e. 3R - Researching, Reasoning and Reflecting) with the newly incorporated one (i.e. Language-in-Use) in the realm of language teaching and learning. It is hoped that all the components in the PBL-LcCRAFT model, will be able to serve as a guide for language practitioners in crafting PBL cases to meet their learners' language learning aims.