Publication:
Pbl Language Case-Design Model: The Issue On 'Ill-Structuredness'

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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.authorMohd-Ali, Sen_US
dc.contributor.authorMassari, Nen_US
dc.contributor.authorMahir, NAen_US
dc.contributor.authorHarun, Hen_US
dc.contributor.authorBaharun, Hen_US
dc.contributor.authorPuteh-Behak, Fen_US
dc.contributor.authorSaad, NSMen_US
dc.contributor.authorDarmi, Ren_US
dc.date.accessioned2024-05-29T03:26:07Z
dc.date.available2024-05-29T03:26:07Z
dc.date.issued2017
dc.description.abstractProblem-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.
dc.identifier.epage680
dc.identifier.scopusWOS:000438487400099
dc.identifier.spage672
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/12074
dc.languageEnglish
dc.language.isoen_USen_US
dc.publisherInt Organization Center Acad Researchen_US
dc.relation.ispartof4th International Conference On Education, Social Sciences And Humanities (Socioint 2017)
dc.sourceWeb Of Science (ISI)
dc.subjectProblem-Based Learning (PBL)en_US
dc.subjectPBL Language Case-Design Modelen_US
dc.subjectIll-structurednessen_US
dc.titlePbl Language Case-Design Model: The Issue On 'Ill-Structuredness'en_US
dc.typeProceedings Paperen_US
dspace.entity.typePublication

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