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Problem-Based Learning (Pbl) Language Case-Crafting Model (PBL-LcCRAFT): Language-In-Use And The 3r

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dc.ConferencecodeInt Org Ctr Acad Res
dc.ConferencedateJUL 10-12, 2017
dc.ConferencelocationDubai, U ARAB EMIRATES
dc.Conferencename4th International Conference on Education, Social Sciences and Humanities (SOCIOINT)
dc.contributor.authorSuraini Mohd-Alien_US
dc.contributor.authorHazleena Baharunen_US
dc.contributor.authorHaliza Harunen_US
dc.contributor.authorRamiaida Darmien_US
dc.contributor.authorNoor Saazai Mat Saaden_US
dc.contributor.authorFariza Puteh-Behaken_US
dc.contributor.authorNorhaili Massarien_US
dc.contributor.authorNormazla Ahmad Mahiren_US
dc.date.accessioned2024-05-29T03:26:09Z
dc.date.available2024-05-29T03:26:09Z
dc.date.issued2017-08
dc.descriptionIJASOS-International E-Journal of Advances in Social Sciences, Vol. III, Issue 8, August2017en_US
dc.description.abstractThis 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.en_US
dc.identifier.epage688
dc.identifier.issue8
dc.identifier.scopusWOS:000438487400100
dc.identifier.spage681
dc.identifier.urihttp://ijasos.ocerintjournals.org
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/12079
dc.identifier.volume3
dc.languageEnglish
dc.language.isoenen_US
dc.publisherInt Organization Center Acad Researchen_US
dc.relation.ispartofIJASOS-International E-Journal of Advances in Social Sciences,en_US
dc.sourceWeb Of Science (ISI)
dc.subjectProblem-Based Learning (PBL)en_US
dc.subjectPBL-LcCRAFT modelen_US
dc.subjectLanguage in-useen_US
dc.subject3R componenten_US
dc.titleProblem-Based Learning (Pbl) Language Case-Crafting Model (PBL-LcCRAFT): Language-In-Use And The 3ren_US
dc.typeArticleen_US
dspace.entity.typePublication

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