Publication:
Problem-Based Learning (Pbl) Case-Design Training And Model For Language Practitioners

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dc.contributor.authorMohd-Ali, Sen_US
dc.contributor.authorBaharun, Hen_US
dc.contributor.authorHarun, Hen_US
dc.contributor.authorSaad, NSMen_US
dc.contributor.authorPuteh-Behak, Fen_US
dc.contributor.authorMassari, Nen_US
dc.contributor.authorDarmi, Ren_US
dc.contributor.authorMahir, NAen_US
dc.date.accessioned2024-05-29T02:50:17Z
dc.date.available2024-05-29T02:50:17Z
dc.date.issued2016
dc.description.abstractBackground: 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.
dc.identifier.epage514
dc.identifier.issn0976-3104
dc.identifier.scopusWOS:000413556200071
dc.identifier.spage509
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/11032
dc.identifier.volume7
dc.languageEnglish
dc.language.isoen_USen_US
dc.publisherInst Integrative Omics & Applied Biotechnologyen_US
dc.relation.ispartofIioab Journal
dc.sourceWeb Of Science (ISI)
dc.subjectProblem-Based Learning (PBL)en_US
dc.subjectPBL Case-Design Modelen_US
dc.subjectActionen_US
dc.titleProblem-Based Learning (Pbl) Case-Design Training And Model For Language Practitionersen_US
dc.title.alternativeIIOAB J.en_US
dc.typeArticleen_US
dspace.entity.typePublication

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