The Power of Problem-Based Learning (PBL) in The EFL Classroom
The Power of Problem-Based Learning (PBL) in The EFL Classroom
The Power of Problem-Based Learning (PBL) in The EFL Classroom
Abstract
Problem-based Learning (PBL) is a curriculum model that emphasizes the effective use of task-based problems
to engage students in active and multidisciplinary learning. Through problem-based learning, students learn how
to solve problems that are ill-structured, open-ended or ambiguous. Problem-based learning engages students
in intriguing, real and relevant intellectual inquiry and allows them to learn from life situations (Barell, 2007).
In this paper, I will discuss how the Problem-based Learning (PBL) approach has been adapted for use in the
classroom to motivate EFL students to master contents pertaining to Business English.
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The main characteristics of the approach include students taking responsibility for their own learning, learning
how to build on prior knowledge and focusing on the process of knowledge acquisition (rather than on the
products of such processes). The PBL approach also emphasizes self and peer-assessment, communication
and interpersonal skills (Boud, 1985). Biggs (2003) observes that PBL encourages deep learning as students
learn for understanding and seek meaning, whereas the traditional teacher-centered approach promotes surface
learning with little understanding. Harland (2002) believes that students learn new skills and new ways of
thinking through PBL. Williams et al (2003) suggest that students appreciate the active participation in the PBL
learning process. This will enhance their personal growth and increase their confidence and responsibility as
learner. PBL also encourages collaborative learning among students. Glaser (1991) argues that in small group
work, the learner’s exposure to alternative points of view is a real challenge to initial understanding. In small
group work, students evoke their problem-solving methods and conceptual knowledge. They express their ideas
and share responsibility in managing problem situations.
Subjects
The subjects for the study are students enrolled in Ritsumeikan Asia Pacific University (APU), an international
university located in Kyushu in Japan. Half of the class consists of domestic Japanese students while the rest are
international students. The international students are from different countries such as China, Vietnam, France,
Korea, UK, Africa and Taiwan. The class size is about 20 and most students are either in the third or fourth year.
The TOEFL scores of students range from 500 to 800. In general, the international students are more conversant
in English compared to the domestic students.
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The Power of Problem-based Learning (PBL) in the EFL classroom
students engage in solving the problem, they would also learn the processes involved in finding solutions to
the problem resulting in deep learning. Through PBL, students would also learn to adopt an interdisciplinary
approach to problem solving. This mirrors the real working world where solutions to real problems require a
range of knowledge and skills. The PBL approach would encourage self-directed learning as students decide
for themselves how they should go about finding a solution to the problem. Rather than the teacher dispensing
a prescribed Business English content, students plan and decide the course of action they would have to take.
Since APU is an international university with students from different linguistic backgrounds, the PBL approach
would also enable students to acquire intercultural communication skills as they work with other students from
different cultural backgrounds.
Business English
Project Assignment : Assessment of Customer Service in Beppu
1. Play the role of an evaluator for a Business company in Beppu. You are responsible for evaluating
the quality and the services provided by the department store/ shop.
2. Your task: You are to write a report to the company manager with your findings. You are to present
the Cons and Pros of the department store/shop, the attitude of the service staff, the quality of the
products/services it provides. Rate the shop according to what you have researched and gathered. In
addition, you have to conduct an oral presentation for your project at the end of the course.
3. Provide periodic and regular updates in class to your tutor on the progress of your group project.
The scenario is short and explicitly calls for a decision to provide a solution to the problem. Students work in
small groups of four or five to discuss the problem scenario. They ask questions pertaining to the problem. In
PBL, the teacher does not engage in any direct teaching of content but acts as a cognitive coach. The role of the
teacher is to guide the students by asking them to define and analyse the problem, generate ideas and identify
learning issues to help solve the problem. For instance, the teacher posed the following questions to the class:
How would you define customer service?
What is quality customer service?
What is the relationship between customer service and profit earnings?
What type of business unit requires a high quality of customer service?
Where can you assess customer service in Beppu?
One lesson (1 koma) per fortnight was allocated for students to work on the PBL assignment.
Assessment of students
Students are assessed through a group oral presentation and a written report about their project. The group oral
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presentation consists of both the individual and group assessment. Students are assessed on the information
presented, speech delivery and the use of English while the written report is assessed on a group basis. To
ensure fairness in grading, the teacher reminded the class that ‘free riders’ would receive a grade lower than
other group members.
In groups of four of five, students brainstormed among themselves the problem based on the assignment. They
had to define the problem to tailor it to a specific audience. Students with the help of the teacher examined
the problem and clarified what it is they know and do not know about customer service. They also formulated
possible hypotheses and identified learning issues they intended to investigate. They then submitted a Memo
Report on their proposed project, to seek approval from their teacher to proceed with their project. The groups
then employed research strategies to collect relevant information. Students discussed their findings and peer-
taught what they had learnt. The group members then developed an outcome for the problem and presented
their findings to other groups in their Group Project Presentation, where their peers and the tutor evaluated their
project. Students reflected on the way they had learnt in their groups through an online survey.
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The Power of Problem-based Learning (PBL) in the EFL classroom
a) What are the tasks that have been completed for the project?
b) What are the remaining tasks?
c) What problems did your group experience in the PBL project and how were they solved?
d) What had the group learnt from the PBL project?
After each group had completed the progress report of their project, they were given the opportunity to ask or
clarify any issues in regard to the PBL assignment. Through the progress report, the teacher was able to track
the progress of individual groups and to provide guidance on data collection. In addition, the teacher also
provided suggestions on how to organize the group presentation and written report.
Student 1
I feel excited and a bit worried about this project. The excitement is because I really think this project is very
interesting and interactive, not just simple sit and write a report, we really have to go to the shop and act like a
nasty customer in order to reach the goal.
Student 2
There is no doubt that this oral presentation assignment is a tough task and it will last for at least five weeks.
The name of this course is business English, but this task is more like a business task other than English task.
Anyway, I think it is a good opportunity for me to expose myself to the realistic business world. And through
that face-to-face communication, I will learn more and realize more deeply. Finding something out first hand
is totally different from the traditional way of studying in the classroom. Besides, the team work will also be a
good way for people from different cultures exchange their idea and improve the relationship.
Student 3
When I heard your announcement of this assignment, I thought it is great that I can interact with my classmates
more by this presentation assignment. And I really did it. During discussion it is interesting I can know different
opinions from mine. And I think to have a chance to know Beppu City more is great. We had a meeting already,
and we also discuss during the class many times, I think it is good to have group members from different
culture. David often provides some interesting ideas or experiences. And he always checks the spelling and
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usage we use. At the beginning, I couldn’t get what his idea is sometimes because I am only used to the
American accent. Now, it is getting better. Having a chance to understand other accent is really nice, because
English is not only spoken by Americans. In the future, if I have the opportunity to work abroad I should
understand different accents.
Student 4
I think that this assignment is valuable to acquire higher English abilities and knowledge concerning the
business world. We can get used to using English. We discuss, write and have the presentation all in English.
If there is one thing which I feel regret for, it is that we could not have a research in English at the restaurant. If
we had done so, we could have learned how to use English in a polite way, which is appropriate in the business
world.
Student 5
I received a lot of benefits from this project, I think because we are university students now, it is a high time for
us to be aware of the things that are happening in our daily lives. After do the research for this project try to find
the main factors for the issue. It makes me the desire to want to analyze things from a more critical perspective
than previously. From this, I believe that my interest in other areas has been increased and will continue
to increase in the near future as my desire for knowledge keeps me searching for the answers to the many
questions that I hold. Through this project, I believe that I have gained a much well-rounded view and opinion
of various different processes around me.
Observations by teacher
The following points were observed by the teacher:
a) PBL promotes independent learning among students
Through the PBL assignment, there is no doubt that students are engaged in self-directed learning (Wilkerson,
1996). They analyse the problems, find solutions and organize a trip to the shop to obtain information for
the assignment. They also manage their own learning which includes planning, monitoring, problem-solving
and finding solutions to the problem. Students are expected to learn from shared knowledge and accumulate
expertise by their own study and research, just as real practitioners do.
b) Students adopt a creative stance to problem solving
To provide an effective solution to the problem, students had to think of ways to disguise themselves as a
mystery shopper or customer to collect information for the project. They also had to brainstorm on ways to
assess the quality of customer service.
c) PBL also plays a great role in fostering collaborative learning
It was observed that as students discussed how to solve the problem in small groups of four or five, they
began to gain better conceptual knowledge through the brainstorming of ideas. The PBL assignment provides
a platform for students to express their ideas and to share responsibility in managing problem situations.
Different views on a problem are observed, leading students to ask new questions. This helps to facilitate
greater interpersonal communication and helps to develop the group dynamic. In PBL, new information is
acquired through cooperative learning.
d) Heightened the awareness of Japanese students to good English usage
By working with other international students on the PBL project, Japanese students learnt how to
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The Power of Problem-based Learning (PBL) in the EFL classroom
communicate with other English speakers from other countries. This has increased their sensitivity to good
English usage when communicating with other students.
Conclusion
It can be observed that students are generally enthused and interested in the PBL assignment. They analyse
the problems, find solutions and organize a trip to the site to obtain information for the assignment. They also
manage their own learning through planning, monitoring, problem-solving and finding solutions to the problem.
As they engage in these activities, students retain information more effectively than studying from the textbook.
In addition, students also learn to be creative in solving problems. For instance, students had to think of ways
to disguise themselves as a mystery shopper or customer to collect information for the project. They also had
to brainstorm on ways to assess the quality of customer service. The PBL approach is more intellectually
stimulating as compared to learning customer service through the textbook.
PBL also plays a great role in fostering collaborative learning (Glaser, 1991). As students work on problems
in small groups of four or five, their analysis and resolution results in the acquisition of knowledge and
problem-solving skills (Wilkerson, 1996). Different views on a problem are observed, leading students to ask
new questions. The group nature provides a platform for interpersonal and group dynamics to be developed.
In PBL, new information is acquired through cooperative learning. Students are expected to learn from shared
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knowledge and accumulate expertise by their own study and research, just as real practitioners do.
Japanese students also learn how to communicate with other native English speakers from other countries.
This has increased their sensitivity to good English usage when communicating with others (Boud, 1985). To
prepare students for the real work place, the future university language program should aim to develop human
resources with the ability to understand different cultures and societies. Individuals will be able to adapt to
the cultures they have learned about and recognize their own identity in that culture. They will also gain the
problem-solving skills necessary to analyze and research regions from linguistic and cultural angles. There is
no doubt that PBL would serve the needs of our university in producing the future leaders for the globalised
workforce.
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