Brief
Problem-Based Learning and
Adult English Language Learners
Julie Mathews-Aydinli, Center for Adult English Language Acquisition, Center for Applied Linguistics
Background on Adult Learners
Adult education programs serve learners who are native
English speakers and those whose first, or native, lan-
guage is not English. Native English speakers attend
adult basic education (ABE) classes to learn the skills
needed to earn high school equivalency certificates or
to achieve other goals related to job, family, or further
education. English language learners attend English as
a second language (ESL) or ABE classes to improve their
oral and written skills in English and to achieve goals
similar to those of native English speakers.
Audience for This Brief
This brief is written for adult ESL teachers and program
administrators, as well as educational researchers, policy­
makers, and stakeholders who work with adult English
language students in ESL classes or in mixed ABE classes
(with native English speakers and English language
students).
Introduction
Problem-based learning purposefully combines cognitive
and metacognitive teaching and learning. It is an approach
that has been around since the late 1960s (Neufeld &
­Barrows, 1974) and engages language students in learn-
ing how to learn while they also learn language and con-
tent. Roschelle (1999) held that problem-based learning is
rooted in John Dewey’s project-based pedagogy of the early
20th century (e.g., Dewey, 1929, 1933, 1938). Within the
area of second language learning and teaching, problem-
based learning aligns with approaches in which students
learn the target language by using it, rather than being
presented with and then practicing predetermined lan-
guage structures. Approaches based on similar principles
include task-based learning (Ellis, 2003; Skehan, 1998;
Willis, 1996), content-based learning (Garner & Borg, 2005;
­Rodgers, 2006), and project-based learning (Alan & Stoller,
2005; Lee, 2002; Moss & Van Duzer, 1998). What makes
problem-based learning unique is its core focus on learn-
April 2007
ing through solving real, open-ended problems to which
there are no fixed solutions (Ertmer, Lehman, Park, Cramer,
& Grove, 2003). Students work alone or in groups first to
understand a particular problem and then to find possible
solutions to it.
This brief describes how problem-based learning aligns
with research on second language acquisition, gives guide-
lines for teachers and administrators on implementing
problem-based learning in classes or programs for adults
learning English as a second language (ESL), and outlines
the benefits and challenges of a problem-based learning
approach with adult English language learners.
The Problem-Based Learning Process
In problem-based learning classrooms, the roles and respon-
sibilities of both teachers and learners are different from
those in more traditional types of school-based learning.
Generally, in problem-based classrooms, the teacher acts as
a coach for or facilitator of activities that students carry out
themselves. The teacher does not simply present informa-
tion or directly control the progression of work. Instead,
the teacher provides students with appropriate problems
to work on, assists them in identifying and accessing the
materials and equipment necessary to solve the problems,
gives necessary feedback and support during the problem-
solving process, and evaluates students’ participation and
products, with the goal of helping them develop their
problem-solving as well as their language and literacy skills.
These activities are described below.
Four steps in implementing problem-based learning
Many works have described the process of problem-based
learning from the perspective of students (e.g., Albion &
Gibson, 1998; Boud, 1985; Butler, 2003). This process gen-
erally includes four main steps, which are illustrated in
Figure 1 under “Process for Students”: (1) being introduced
to the problem, (2) exploring what they do and do not know
about the problem, (3) generating possible solutions to the
problem, and (4) considering the consequences of each
solution and selecting the most viable solution. However,
we have had little information about what actions each of
Center for Applied Linguistics
4646 40th Street NW
Washington, DC 20016-1859
these steps require from the teacher. What, for example,
can teachers do to help introduce students to the problem
and explore what they know and do not know about it?
What is the teacher’s role when students are generating
possible solutions and choosing among them? What are
the teacher’s options after the process is complete? Figure 1
also gives some guidelines to address these questions,
developed by the author of this brief. Further details on the
teacher’s role as outlined in Figure 1 are then described in
the following section, “Considerations for Teachers.”

Process for Students Role of the Teacher

Preteach
q Make sure students understand the goals and benefits of a
problem‑based approach for language learning.
q Emphasize the importance of using English in problem-solving
activities.

Introduce Problem and Vocabulary

q Introduce students to the problem using pictures, video, texts.
q Introduce vocabulary related to the problem.
Meet the problem
q Ask students about previous personal experiences with the
problem.
q Provide prereading exercises about the problem.

Group Students, Provide Resources

q Make sure that students understand the problem and the
expectations of them.
q Emphasize that there is no single answer or solution, and that they
need to choose what appears to be the most viable solution to
Explore knowns and them and be prepared to explain why they chose that solution.
unknowns q Give students access to resources such as the Internet, books,
magazines, brochures, newspapers, television, and telephones.
q Make sure that students are aware of the range of resources
available and know how to use them.
q Group students, preferably in groups with different language
backgrounds and proficiency levels.
Generate possible solutions
Observe and Support
q Observe students and provide support as needed, but do not
attempt to direct their efforts or control their activity in solving
the problem.
Consider consequences and
choose the most viable q Observe, take notes, and provide feedback on student participation
solution in the activity and on language used during the activity.

Follow Up and Assess Progress

q Provide students with opportunities to present and share the results
of their work.
q Provide follow-up activities based on your observations; e.g.,
form‑focused instruction on grammar, pronunciation, or
pragmatic issues.
q Assess students’ participation and success in the activity.

Figure 1. Student and Teacher Roles in Problem-Based Learning


Considerations for Teachers
The teacher’s role in problem-based learning begins with
preteaching and continues through assessment of students’
performance throughout the project. It includes the fol-
lowing steps:
• Preteach
• Introduce the problem and the language needed to work
on it
• Group students and provide resources
• Observe and support
• Follow up and assess progress
Preteach
The teacher’s first responsibility is to teach students about
the rationale for and structure of a problem-based approach
to language learning. For students who are accustomed to
more traditional, teacher-centered classrooms, it is criti-
cal that they know they will be given direct, follow-up
instruction, but that during the problem-solving phase, the
teacher’s role is to observe and support. Students also need
to understand that their goal is to work together to solve
a problem, but for the activity to benefit their language
learning, they must use only English in their groups.
Introduce the problem and the language needed to
work on it
To maximize language learning outcomes, ESL teachers
need to prepare adult students for the language demands of
the problem-solving activity. Activities to prepare students
vary according to their proficiency levels. (See Rhem, 1998,
for activities that can be done in small groups.) These may
include prereading or prewriting exercises, discussions to
link the problem with the students’ knowledge and experi-
ences, or preteaching vocabulary and structures that will be
useful in finding solutions to the problem.
For teachers, selecting problems for students to work on
may be the most difficult part of problem-based learning.
Ideally, problems should
• be related to the students’ lives to increase interest and
motivation,
• require students to make decisions and judgments (the
problem they work on should be an actual problem, not
just an information-gathering task), and
• include a question or set of questions that are open-
ended and likely to generate diverse opinions.
Teachers might survey students for their ideas on prob-
lems or conflicts that they face, or have faced, in their daily
lives or that they are aware of in their community. Below
is a problem that students at the high-beginning or above
levels might work on. Although it is teacher created, it
­mirrors the problems many refugees and other adult learn-
ers face when they arrive in the United States and need to
support their families while learning English.
Possible Problem Scenario and Question
You are a family of four looking for a place to live in
(name local city/area). The father has a job at (choose
place) and earns (income). The mother has a job at
(choose place) and earns (income). You have a 14‑year-
old son and a 7-year-old daughter who need to start
school next week. You do not have a car. Where should
you live? To make the decision, you will need to con-
sider information about local schools, costs of avail-
able housing, public transportation, and shopping
locations and prioritize your needs to make the best
possible choice.
Group students and provide resources
Teachers should group students carefully to increase their
language learning opportunities in a problem-based activ-
ity. In a multilevel class, problem-based learning provides
an opportunity to have students of different proficiency
levels work together. If possible, teachers should group
students from different language backgrounds together to
guarantee that students communicate in English.
Teachers should make available a variety of resources to
help students work on the given problem. In the sample
problem above, for example, information about local
schools can be collected from the schools themselves as
well as from Internet sites that rank public schools across
the United States (e.g., www.greatschools.net). Classified
ads on the Internet and in local newspapers can be searched
for housing possibilities. Bus schedules and maps can usu-
ally be obtained from transportation agencies or tourist
information centers, and local government offices and
public libraries are good sources for information—often
free—about local services and facilities. When providing
students with resources, teachers should make sure the
­students understand how to use them and how these
resources may help in finding a solution to the problem.
Observe and support
While the students are working in their groups—­gathering
information, discussing it, considering and choosing the
best solution for the problem—the teacher’s role is to
observe and support. Specifically, teachers should take
notes on the language used, language problems encoun-
tered, and individual students’ participation in the activity.

If asked, the teacher may provide linguistic or technical
help to a group but should avoid directing the group’s
efforts or in any way controlling their activities to solve
the problem.
Follow up and assess progress
Teachers need to provide language-appropriate opportuni-
ties for students to share the results of their work and follow-
up language activities that build on that work. Depending
on the proficiency levels of the students, ­sharing their results
could include oral presentations or debates (with intermedi-
ate or advanced students), completing simple questionnaires
about the process (with intermediate or high beginners), or
creating posters that graphically display the steps taken in
finding a solution to the problem (with beginners). Follow-
up activities should be based on the teacher’s observations
and notes taken during the ­problem-solving process. While
students are working to solve the problem, teachers should
try to observe whether students are experiencing difficulties
with particular ­grammar points, pronunciation, vocabulary,
reading strategies (e.g., skimming for information), or prag-
matic structures (e.g., telephone greetings, requesting infor-
mation, thanking). These difficulties should provide the
starting points for supplemental, focused instruction and
support. Finally, assessment should be carried out, focusing
on two primary areas: Teachers can assess students on the
basis of their participation in the activity, and the activity
itself can be assessed for effectiveness.
Information for Administrators
Administrators can do a number of things to initiate ­problem-
based learning in their program and ensure that it is success-
ful. They can
• become informed about problem-based learning and
consider the options for incorporating it into their pro-
gram’s curriculum,
• involve teachers in problem-based learning,
• provide training and resources for teachers,
• help teachers find resources for students to use in solv-
ing problems, and
• regularly evaluate the work in problem-based learning
classrooms.
Determine the place of problem-based learning
in a program
Administrators need to consider whether problem-based
learning should be an overarching approach to teaching
throughout the program, or should be treated as an activ-
ity to be used when desired or at specific points in instruc-

tion. They also need to consider how this approach can be
aligned with the program’s content standards.
Involve teachers in problem-based learning
Administrators can provide opportunities for teachers to
engage in problem-based learning themselves. For exam-
ple, during inservice training workshops, they can present
teachers with scenarios of challenges they might face in
the classroom (e.g., multilevel classes, frequent rotation of
students, lack of resources) and ask them to work on them
together. Teachers can be given resources to explore (e.g.,
the Internet, research articles) and work on addressing
the challenges. (See, e.g., www.public.iastate.edu/~nkerli/
CI503/learning.html, a Web site that describes various
adult ESL student profiles and challenges for teachers to
work on.)
Provide training and resources for teachers
In addition to holding workshops for teachers on ­problem-
based learning, administrators might arrange a study circle
for them based on a short text about problem-based learn-
ing, such as this brief. In the study circle, teachers can
read this brief and additional articles about ­­problem-based
learning, discuss ways to use it in their classrooms, and
select problems they might introduce in their classes. (For
information about conducting study circles, see Center for
Adult English Language Acquisition, in press; and study
circle guides from the National Center for the Study of
Adult Learning and Literacy, 2005, 2006.) Two sources of
possible problems to use in upper-level classes are TOEFL
preparation materials and GED preparation materials, both
of which include problem-based writing questions. (See,
e.g., Cameron et al., 2002; Educational Testing ­ Service,
2006.) Sources for problems to use with beginning- and
intermediate-level students include A Day in the Life of
the González Family (Van Duzer & Burt, 1999) and Engag-
ing Immigrant Seniors in Community Service and Employment
Programs (Senior Service America & Center for Applied Lin-
guistics, 2006).
Help teachers identify resources
It is extremely important that administrators help teach-
ers identify and locate resources to use for problem-based
learning in their classes. If the facilities exist for students
to access the Internet, this is a tremendous asset, although
administrators should ensure that the teachers themselves
are comfortable using available technology. In many cases,
local community and government offices can offer useful
and free resources. Depending on the focus of the problems
used, sources such as local libraries, courthouses, Better
Business Bureaus, police departments, fire stations, schools,
community centers, local businesses, chambers of com-
merce, or transportation authorities may be able to provide
text resources, guest speakers, or sites to visit—all of which
may serve as resources for problem-based learning.
Evaluate problem-based learning
A crucial component of the process is ongoing evaluation.
However, regular evaluation should not be interpreted as
an assessment of the teachers’ or students’ performances,
but rather as a means for checking whether this approach
is meeting the students’ needs and is fitting well within
the program. Administrators might use the following ques-
tions to guide their evaluation of problem-based learning
in their programs:
• Are students interacting with each other and sharing
information?
• Are they working together in groups rather than relying
on teacher guidance?
• Are students speaking English?
• Are all students engaged?
• Is the teacher carefully observing the process and giving
students meaningful feedback after the activities have
been completed?
• Is the teacher incorporating these observations into sub-
sequent language lessons?
A negative response to any of these questions may indi-
cate that students have not been given adequate informa-
tion about problem-based learning and its benefits, or that
the teachers have not been adequately trained. As part of
the evaluation, administrators can also consider survey-
ing teachers and students about their experiences with
and reactions to problem-based learning, and take these
responses into consideration when deciding whether to
revise the way the approach is being used in the program.
Benefits and Challenges of Problem-Based
Learning in Second Language Acquisition
Benefits
Second language acquisition research and practice have
long recognized the value of classroom interactions—
among learners, between learners and teachers, and
between learners and texts—for promoting language acqui-
sition, particularly when these interactions involve nego-
tiation of meaning. (See Moss & Ross-Feldman, 2003, for a
summary of this research.) Such conclusions were reflected
in the major shift toward communicative approaches in
language teaching that began in earnest in the late 1970s
(Brumfit & Johnson, 1979). More recently, some researchers
and practitioners have turned to problem-based learning
as a way to promote meaningful interaction in the second
language classroom. When there is a focus on real-world
issues and problems, the interactions that take place have
been found to be more meaningful and authentic than
interactions produced during activities such as assigned
role plays or repetition of dialogues, and the expectation
is that such interactions promote second language acquisi-
tion (Mackey, 1999; Nakahama, Tyler, & Van Lier, 2001).
Because ­ problem-based learning shifts the emphasis on
learning activity from teachers to students, it can also help
students become more autonomous learners who will trans-
fer the skills learned in the classroom to their lives outside
of the classroom (James, 2006). For adult English language
learners in particular, carefully chosen problems directly
related to their everyday lives can be not only highly moti-
vating but also practical for them to work on.
Challenges
There are some challenges with problem-based learn-
ing. One challenge is that students who share a common
first language may use that language rather than English
when working in groups on the assigned problem. This
difficulty can be addressed by placing students of different
language backgrounds in the same group. A second con-
cern is that problem-based learning may not be appropri-
ate for ­beginning- or literacy-level students whose English
oral and reading skills are minimal. One way to address
this concern is to place students with stronger and weaker
language skills in the same group, thus allowing those with
weaker skills to hear the language and observe the learn-
ing strategies of the stronger students, while giving more
proficient students opportunities to engage in interactions
and negotiate meaning with their peers. Another way is
to preteach challenging vocabulary through reading and
discussion. Teachers must carefully consider the problems
and activities that students are involved in to ensure that
the students with limited language and literacy understand
and find solutions to the problems.
Teachers may face a different kind of challenge when they
allow students to negotiate meaning and solve the problem
among themselves, without teacher intervention. Research
at the Lab School in Portland, Oregon, on pair work in ESL
classes suggests that when teachers approach students work-
ing in pairs, the nature of the students’ interaction changes
(summarized in Smith, Harris, & Reder, 2005). Students may
stop negotiating, ask the teacher to solve their problem, or
start interacting with the teacher about unrelated topics.
This change in interaction may keep students from trying
out linguistic strategies to solve the problem on their own.
Discussing as a class why problem-solving activities are

useful for students to carry out without the teacher’s input
may help to keep both students and teachers on track.
Conclusion
Problem-based learning has much to offer in adult ESL
instruction. As a teaching approach it has both linguistic
benefits, as shown in the research on the role of natural,
meaning-focused classroom interaction in language learn-
ing, and affective benefits in the form of raising student
motivation and promoting learner autonomy and transfer
of learning beyond the classroom. To achieve these bene-
fits, teachers and administrators must ensure that students
understand the principles behind problem-based learning
and recognize that they are participating in an effective
learning process, even if it is unfamiliar to them. Teach-
ers need support from program administrators, from ini-
tial training in how to conduct problem-based learning to
help with making resources available to students. Finally,
administrators must consider the role that problem-based
learning will play in their program. Will it constitute the
primary philosophical and pedagogical thrust of the pro-
gram, or will it serve as an alternative activity for teach-
ers to use in their classrooms? Careful consideration of
these issues will increase the likelihood that problem-based
learning will be successfully incorporated into an adult ESL
program with positive outcomes.
References
Alan, B., & Stoller, F. L. (2005). Maximizing the benefits of
project work in foreign language classrooms. English
Teaching Forum, 43(4), 10–21.
Albion, P. R., & Gibson, I. W. (1998). Designing multimedia
materials using a problem-based learning design. Retrieved
February 16, 2007, from www.usq.edu.au/users/albion/
papers/ascilite98.html
Boud, D. (1985). Problem-based learning in perspective. In
D. Boud (Ed.), Problem-based learning in education for the
professions (pp. 13–18). Sydney, Australia: Higher Educa-
tion Research Society of Australasia.
Brumfit, C., & Johnson, K. (Eds). (1979). The communicative
approach to language teaching. New York: Oxford Univer-
sity Press.
Butler, S. M. (2003). Designing a technology-based science
lesson: Student teachers grapple with an authentic prob-
lem of practice. Journal of Technology and Teacher Educa­
tion, 11(4), 463–481.
Cameron, S., Emmons, J. G., Jackson, L. W., Kay, M. A.,
Klug, D. K., Mallek, C. M., et al. (2002). The best test prep-

aration for the new GED high school equivalency diploma
test. Piscataway, NJ: Research & Educational Association.
Center for Adult English Language Acquisition. (in press).
The CAELA guide for adult ESL trainers. Washington, DC:
Author.
Dewey, J. (1929). Experience and nature. New York: Dover.
Dewey, J. (1933). How we think: A restatement of the relation
of reflective thinking to the educative process (Rev. ed.).
­Boston: D.C. Heath.
Dewey, J. (1938). Experience and education. New York: ­Collier
Books.
Educational Testing Service. (2006). TOEFL sample writing
topics. Retrieved December 22, 2006, from www.ets.org/
Media/Tests/TOEFL/pdf/989563wt.pdf
Ellis, R. (2003). Task-based language learning and teaching.
Oxford: Oxford University Press.
Ertmer, P. A., Lehman, J., Park, S. H., Cramer, J., & Grove, K.
(2003). Barriers to teachers’ adoption and use of tech-
nology in problem-based learning. Proceedings of the
Association for the Advancement of Computing in Education
(AACE) Society for Information Technology and Teacher Edu-
cation (SITE) International Conference, 1761–1766.
Garner, M., & Borg, E. (2005). An ecological perspective on
content-based instruction. Journal of English for Academic
Purposes, 4(2), 119–134.
James, M. A. (2006). Teaching for transfer in ELT. ELT Jour-
nal, 60(2), 151–159.
Lee, I. (2002). Project work made easy in the English class-
room. The Canadian Modern Language Review, 59(2),
282–290.
Mackey, A. (1999). Input, interaction, and second language
development: An empirical study of question forma­
tion in ESL. Studies in Second Language Acquisition, 21(4),
557–587.
Moss, D., & Ross-Feldman, L. (2003). Second language acqui-
sition in adults: From research to practice. Washington, DC:
National Center for ESL Literacy Education. Retrieved
December 22, 2006, from http://www.cal.org/caela/esl_
resources/digests/SLA.html
Moss, D., & Van Duzer, C. (1998). Project-based learning for
adult English language learners. Washington, DC: National
Center for ESL Literacy Education. Retrieved December
22, 2006, from http://www.cal.org/caela/esl_resources/
digests/ProjBase.html
Nakahama, Y., Tyler, A., & Van Lier, L. (2001). Negotiation
of meaning in conversational and information gap
activities: A comparative discourse analysis. TESOL Quar-
terly, 35(3), 377–405.
National Center for the Study of Adult Learning and Liter-
acy. (2005). Skills for health care access and navigation.
Boston, MA: Author. Retrieved March 1, 2007, from
http://www.ncsall.net/?id=891
National Center for the Study of Adult Learning and Literacy.
(2006). Adult student persistence. Boston, MA: Author.
Retrieved March 1, 2007, from http://www.ncsall.net/
?id=896
Neufeld, V. R., & Barrows, H. S. (1974). The McMaster phi-
losophy: An approach to medical education. Journal of
Medical Education, 49(11):1040–1050.
Rhem, J. (1998). Problem-based learning: An introduction.
The National Teaching and Learning Forum, 8(1). Retrieved
December 11, 2006, from http://www.ntlf.com/html/
pi/9812/problem-based learning_1.htm
Rodgers, D. M. (2006). Developing content and form:
Encouraging evidence from Italian content-based instruc-
tion. Modern Language Journal, 90(3), 373–386.
Roschelle, J. (1999). Transitioning to professional practice:
A Deweyan view of five analyses of problem-based learn-
ing. Discourse Processes: A Multidisicplinary Journal, 27(2),
231–240.
Senior Service America & Center for Applied Linguistics.
(2006). Engaging immigrant seniors in community service
and employment programs: A guide for providers. Silver
Spring, MD, & Washington, DC: Authors.
Skehan, P. (1998). Task-based instruction. Annual Review of
Applied Linguistics, 18, 268–286.
Smith, C., Harris, K., & Reder, S. (2005). Applying research
findings to instruction for adult English language learners.
Washington, DC: Center for Adult English Language
Acquisition. Retrieved December 22, 2006, from http://
www.cal.org/caela/esl_resources/briefs/research.html
Van Duzer, C., & Burt, M. (1999). A day in the life of the
González family. Washington, DC, & McHenry, IL: ­Center
for Applied Linguistics and Delta Systems.
Willis, J. (1996). A framework for task-based learning. ­London:
Longman.
This document was produced by the Center for Adult English Language Acquisition (CAELA) at the Center for Applied Linguistics (4646 40th Street, NW, Washington, DC
20016, 202-362-0700) with funding from the U.S. Department of Education (ED), Office of Vocational and Adult Education (OVAE), under Contract No. ED-04-CO-0031/0001.
The opinions expressed do not necessarily reflect the positions or policies of ED. This document is in the public domain and may be reproduced without permission.
Additional Resources
Articles
Abdullah, M. H. (1998). Problem-based learning in language
instruction: A constructivist model. Bloomington, IN: ERIC
Clearinghouse on Reading, English, and Communica-
tion. Retrieved December 11, 2006, from http://www.
ericdigests.org/1999-2/problem.htm
Esch, C. (1998). Project-based and problem-based: The same or
different? San Mateo, CA: San Mateo County Office of
Education. Retrieved December 11, 2006, from http://
problem-based learningmm.k12.ca.us/problem-based_
learningGuide/problem-based_learning&problem-based
learning.htm
Peterson, M. (1997). Skills to enhance problem-based learn-
ing. Medical Education Online, 2(3). Retrieved December
21, 2006, from http://www.Med-Ed-Online.org
The role of the tutor. (n.d.). Problem-based learning at
Queen’s. Kingston, Ontario, Canada: Queen’s University.
Retrieved December 11, 2006, from http://meds.queensu
.ca/medicine/problem-based_learning/problem-based
learninghome6.htm
Web sites
Problem Based Learning for English as a Second ­Language
Learners
www.pblforesl.com
Contains useful details on how to set up groups and
design problems.
Problem Based Learning (PBL)
http://coe.sdsu.edu/eet/articles/pbl/start.htm
Gives an overview of the benefits of problem-based
learning.
Problem-Based Learning
http://coe.sdsu.edu/eet/articles/problembl/start.htm
Distinguishes between problem-based learning and
problem-stimulated learning. Also includes an animated
description of the roles taken by students and teachers
in a problem-based learning process.

 Practitioner Toolkit for Working With
Adult English Language Learners

The Practitioner Toolkit for Working With Adult English Language Learners has been developed to lend
immediate support to adult education and family literacy instructors who are new to serving adults and
families learning English in rural, urban, community-based, and faith-based programs.

This user-friendly toolkit provides a variety of materials to help practitioners meet the language and literacy
development needs of the students they serve. It also includes some Spanish-language materials on learner
assessments and parent education.

The toolkit includes

 • Frequently Asked Questions (FAQs)
 • Background information about English literacy learners and the unique challenges they face
 • Research-to-practice papers on English language and literacy learning
 • Sample “first day” intake forms, activities, assessments, and lesson plans
 • Information about assessments for English language learners
 • Information and activities for parents in English and Spanish
 • Readily accessible resources for teaching different ESL levels
 • Annotated list of assessment and instructional publications
 • Research-based strategies for meeting the literacy needs of adult English language learners

The complete toolkit can be downloaded for free from these Web sites:
OVAE www.ed.gov/about/offices/list/ovae/index.html
CAELA www.cal.org/caela
NCFL www.famlit.org

325 West Main Street, Suite 300, Louisville, KY 40202-4237 4646 40th Street NW, Washington, DC 20016-1859
502-584-1133 or 1-877-FAMLIT-1 202-362-0700

This toolkit was made possible by a grant from the Office of Vocational and Adult Education (OVAE), U.S. Department of Education, and was a
collaborative effort of the National Center for Family Literacy (NCFL) and the Center for Applied Linguistics (CAL). A limited number of toolkits
have been printed and disseminated to state adult education and family literacy directors.


Problem-based Learning in English for a Second
Language Classroom: Students’ Perspectives
Norzaini Azman, Universiti Kebangsaan Malaysia, Selangor, Malaysia
Ling Kor Shin, Universiti Kebangsaan Malaysia, Selangor, Malaysia

Abstract: This article reports on a study that assessed the implementation of a Problem Based Learning
(PBL) in English for Second Language (ESL) classroom at a local university in Malaysia. This study
is a quasi experimental study which involved 32 undergraduates and 2 English tutors. The findings
show that the students have positive perceptions on problem-based language learning and PBL has
had a positive impact on the students’ language skills particularly on their speaking skills. The results
indicate that PBL can be successfully implemented on a small scale and PBL is not too challenging
for first year students. The results highlight the need for the students to be well trained in the theory
and practices of PBL for its implementation to be successful. Implications on the university teaching
and learning of ESL language learners are also provided.

Keywords: Problem-based Learning, English for Second Language, Adult Language Learning

Introduction

T
HE ULTIMATE PURPOSE in language education is to enable learners to under-
stand and use the target language effectively, no matter if it is a second language or
a foreign language. Language is a tool for communication (Larsson, 2001), and in
order to communicate effectively, a good command of language for the purposes of
reading, writing, listening and speaking is paramount. Today, millions of people want to
improve their command of English as it is still the most important international language in
the world, particularly for the dissemination of ideas and knowledge, and especially in the
field of Science and Technology (Jadgish, 2010; Gandolfo, 2009; Breiteneder, 2009; Sharifah
Maimunah, 2003).
In a Commonwealth country like Malaysia, English is spoken as a second language in the
country. English is widely used as a tool for communication in education, at the work place
and in the community. A command of English is essential as good English language skills
and fluency in English are pre-requisites for employment and career success. The world-
wide demand for English and the explosion of information have created a surge in the demand
for quality English language teaching and learning. Students want not only to achieve higher
levels of accuracy and fluency in English, but also to acquire problem-solving and thinking
skills. There is now an acute awareness of the need to master English in order for the people
of Malaysia to progress in all fields, especially in business and commerce.
English Language skills, problem-solving skills and higher-order thinking skills are now
considered essential tools to succeed in this ever-changing world. Changes to how English
is taught are inevitable as teachers are searching for better teaching methodologies in order
to fulfil their students’ needs and prepare them for an increasingly complex environment.

The International Journal of Learning

Volume 18, Issue 6, 2012, http://www.Learning-Journal.com, ISSN 1447-9494
© Common Ground, Norzaini Azman, Ling Kor Shin, All Rights Reserved, Permissions:
cg-support@commongroundpublishing.com
THE INTERNATIONAL JOURNAL OF LEARNING

Language skills, problem-solving and thinking skills are not learned through direct instruction
but emerge from the experience of doing (Torp & Sage, 2002). The conventional lecture
method which is a behaviourist approach to language instruction attempts to reinforce lan-
guage instruction through decontextualized practice. Most students end up knowing the
language but do not know how to use it (Mardziah Hayati Abdullah, 1998; Short et al., 1996).
This is evident in the case of Malaysian ESL learners. Many of them obtain good grades in
the English language examinations but are actually poor in their literacy and fluency, espe-
cially in speaking and writing (Mohd Sofi, 2003).
Problem Based Learning (PBL) which is a learning method based on the principle of using
real-world problems as a starting point for the acquisition and integration of new knowledge
appears to be a suitable approach or an alternative method to be implemented in the English
language classroom in universities to enhance the teaching and learning of English (Legg,
2007). The PBL method helps to create meaningful ESL activities. When students work on
solving problem cases or situations, the activities involved tend to trigger motivation and
engagement (Bosuwen & Woodrow, 2009). Moreover, the problem solving process in PBL
requires students to look for materials and to constantly relate what they read to what to do
with the information (Torp & Sage, 2002). This enables the students to integrate content
knowledge with their knowledge of English.
Although there has been a great deal of research into the use of PBL in the medical and
other disciplines, little research has been carried out into the use of PBL in language
classrooms, particularly in ESL contexts (Mardziah Hayati Abdullah, 1998; Larsson, 2001;
and Mathews-Aydinli, 2007). Two studies were found involving PBL in the language
classroom: one by Allen & Rooney (1998) who designed a PBL environment for ESL students
in Business Communication, and the other by Wood & Head (2003) who conducted a case
study of the implementation of the PBL approach in a Biomedical English Course. Based
on their findings, the researchers suggested a programmatic description of adopting a PBL
approach in an English language classroom.
In the two studies mentioned above, despite detailed explanation of how to implement
the PBL approach in the language classroom, there is little empirical data to show any signi-
ficant impact of PBL on their students and how applicable it is to second language learning
contexts. In other words, the impact of PBL on language learning in a language classroom
has not been studied comprehensively. Although many such studies have been conducted
in the Western context in other disciplines, the results cannot be generalised to the Malaysian
educational setting because students in Malaysia behave differently, are from different cul-
tural backgrounds and may have different learning preferences compared to students from
other countries. Other factors such as institutional, environment and social expectations
could also impact on the findings of problem-based learning studies in Malaysia. In fact,
Thang Siew Ming and Azarina Alias (2007) cautioned that undergraduates in Malaysia tend
to prefer a teacher-centred approach to learning. Malaysian students view their teachers as
the source of knowledge and depend much on them. If they were to be placed in an environ-
ment of problem-based learning which requires them to exercise self-directed learning with
the teacher acting as facilitator guiding their PBL process, what would be their perceptions
of and responses to PBL? It is important to know how PBL practices can be enhanced, how
students view the approach, and what impact it would have on their English language skills.
A study to determine the applicability and effectiveness of using PBL in an ESL classroom
in a local setting can offer insights that can contribute to fostering good ESL teaching prac-

110
 NORZAINI AZMAN, LING KOR SHIN

tices. Besides, exploring students’ views is important particularly when we are introducing
new teaching/learning approaches.

Purpose of the Study

The purpose of the study reported here was to explore the students’ perceptions of PBL and
to find out the impact of PBL on the development of students’ language skills.

Literature Review

Problem-based Learning
According to Barrows (1982; 2002), problem-based learning is a learning method based on
the principle of using real-world problems as a starting point for the acquisition and integration
of new knowledge. It is a learner-centered educational method which aims to develop
problem-solving skills, self-directed learning as a life time habit, and skills for team work.
It allows students to acquire an integrated body of knowledge from many different subject
areas or disciplines. From a constructivist perspective, this approach extends across multiple
disciplines because students are able to understand processes from a real-world perspective
(Berns & Erickson, 2001).
Torp and Sage (2002) consider PBL as a focused, experiential learning organised around
investigation and resolution of messy and real-world problems. Teachers use real-world
problems as they coach learning through probing, questioning, and challenging students’
thinking (Torp & Sage, 2002). PBL confronts students with a messy, ill-structured situation
in which they assume the role of the stakeholder or “owner” of the situation. They identify
the real problem and learn whatever is necessary to arrive at a viable solution through invest-
igation.
Compared to traditional lecture-based learning, PBL offers many benefits to learning.
Among the benefits claimed for PBL are: it increases motivation to learn, makes learning
relevant to the real world, promotes higher-order thinking, encourages learning how to learn,
engages student learning in ways that are similar to real-world situations and assesses
learning in ways that demonstrate understanding and not mere replication (Norman &
Schmidt, 1992; Torp & Sage, 2002; Uden & Beaumont, 2006). Research conducted to assess
the effectiveness of PBL programmes also found that PBL sustains self-directed learning
behaviours, enhances long-term knowledge retention, promotes learning for understanding,
enables students to integrate and transfer concepts to new problems, and enables the devel-
opment of professional problem-solving and reasoning skills (Albanese & Mitchell, 1993;
Eck & Mathews, 2000; Moore et al., 1994; Nandi et al., 2000; Norman & Schmidt, 1992;
Vernon & Blake, 1993). Last, but not least, PBL improves language skills even though it is
implemented in content-based courses (Ali & Abu Kader, 2005; Edariah Abu Bakar, 2001;
Larsson, 2001; Tan, 2003). As stated by Larsson (2001), students in PBL classrooms improve
in their social skills as they have more opportunities to practise using the language for au-
thentic communication. Besides, students gain a deeper understanding when the vocabulary
is encountered in real-world situations.
It should be noted that PBL can be difficult to implement in a traditional classroom setting
if students and teachers have trouble understanding active or meaningful learning (Ngeow

111
THE INTERNATIONAL JOURNAL OF LEARNING

& Kong, 2001). According to Ngeow and Kong, PBL requires students to engage in active
learning strategies and acquire a self-directed learning disposition. The student’s and teacher’s
ability to engage in PBL strategies serves as the focal point for learning success. The chal-
lenges are heightened when teachers are unable to facilitate group discussions, construct
valid problems, and guide students through the problem-solving process. Similarly, students
fail when they are unable to work well in groups, actively generate resolutions or ideas related
to the problem, and follow self-directed learning models. Students may also fail in terms of
critical analysis, which is vital in PBL practices. These challenges however, can be overcome
through the use of scaffolding, development of cooperative learning skills, and the employ-
ment of inquiry skills (Ngeow & Kong, 2001). Thus, in order to effectively implement PBL,
educators must learn to change roles as well as guide students through the learning process
(Ertmer & Simons, 2006; Hemlo-Silver, 2004).

Problem-based Language Learning Process

PBL in a language classroom focuses on both linguistic skills and technical skills (Neville
& Britt, 2007). However, the language aspect is still the main emphasis (Wood, 2006; Wood
& Head, 2004; van Kleef & Perkins, 2000). According to Neville & Britt (2007), a traditional
lecture-based classroom uses problems as an evaluation measure; whereas, in a PBL class-
room, problems are used as the tools to develop problem-solving schemata. Furthermore,
PBL engages students in learning how-to-learn while they also learn language and content
(Mathews-Aydinli, 2007).
Figure 1 shows a conceptual framework of how PBL works in a language classroom
(Adapted from Wee, 2004 and Tan, 2003). Firstly, an ill-structured real-life problem is
presented to students as trigger. Then, students who have formed themselves into groups
should act as stakeholders who own the problem. Teachers just act as facilitators who present
the problem and guide the whole process of problem-solving. Answers should not be given
to students. Therefore, within a self-directed and collaborative learning environment, students
plan their own learning in order to solve the problem. They generate working ideas or possible
solutions, identify available information related to the problem and learning issues, identify
resources, assign tasks to various group members, gather and share information within the
group, and finally choose the most viable solution before they present it to the class
(Mardziah Hayati Abdullah, 1998; Mathews-Aydinli, 2007; Torp & Sage, 2002).

112
 NORZAINI AZMAN, LING KOR SHIN

Figure 1: A Conceptual Framework of PBL in Language Classroom

This problem-solving process allows students to construct new knowledge with deeper un-
derstanding and better retention of knowledge (Moore et al. 1994; Norman & Schmidt,
1992). Besides, this process helps to develop skills including self-directed learning skills,
problem-solving skills, learning-to-learn skills, teamwork skills, management skills and
language skills (Norman & Schmidt, 1992; Tan, 2003; Uden & Beaumont, 2006). As illus-
trated by Mardziah Hayati Abdullah (1998, 2008), language learners are placed in a real-
world situation where they need to use the target language to obtain information, communicate
information through speech and writing, express and negotiate opinions, and finally present
their solution in the forms of a written report and an oral presentation. Besides having extens-
ive opportunities to use the language for reading, listening, writing and speaking, they also
develop vocabulary and grammar through the PBL process. In short, they tend to construct
an understanding of the target language as it is used in a real-world context (Mardziah
Hayati Abdullah, 1998).
Studies show that PBL has had positive impact in medical, engineering and mathematics
classrooms that were using English as a medium of instruction. For instance, Dehkordi &
Heydarnejad (2008) in their study showed that Nursing students attained higher knowledge
levels though PBL than through the traditional lecture method. They showed more positive
attitudes and higher learning motivation in a problem-based learning environment. A survey
conducted by Edarian et al. (2001) on UKM medical undergraduates showed that using PBL
in English classes improved students’ mastery of English. Similarly, a study carried out by

113
THE INTERNATIONAL JOURNAL OF LEARNING

Ali & Abdul Kader (2004) on Law students found that PBL had a significant positive impact
on English communication skills.

Methodology

Research Design
The study utilised a quasi-experimental of non-equivalent control group design with one
treatment group and one control group. The intervention for this study was administered in
Semester III during the 2009/2010 academic year at the Centre for General Studies, Universiti
Kebangsaan Malaysia.

Samples
The participants for this study were 57 students from two of the 13 classes enrolled in the
Foundation English Language Course, ZH2014. The participants involved were a heterogen-
eous group, comprising male and female students from different faculties.
This course is a compulsory course taken by all local undergraduates who obtain Band 1
or 2 in MUET (Malaysian University English Test), and those who obtain Grade C- or below
for courses WF ZZZH20X2/21X2. In other words, they are considered lower proficiency
language learners. Therefore, the main objective of this course is to build up their confidence
in using English so that they are able to speak and write in English with greater ease. As
stated in the course synopsis,

This course is designed specifically for second language learners of English in order
to equip them with communicative language skills deemed necessary for them to become
more competent and effective users of English… It intends to help students achieve a
certain level of English so that they become confident in using the language both in
speaking and writing, (UKM 2009:1).

This course aims to improve the students’ MUET band from 1 & 2 to band 3, while students
who take this as a remedial course are expected to show an improvement over their grades
in the previous English course (ZH20X2).

Instrumentation
The intervention was conducted over 16 weeks. The research used two instruments, the Self-
Assessment Test and the Programme Evaluation Questionnaire. The self assessment test
consisted of questions about the PBL approach used during the intervention. The main ob-
jective of this was to seek students’ opinions about using the PBL approach, and to find out
which learning outcomes they felt they had achieved. The Programme Evaluation Question-
naire was conducted a week after the intervention was completed. The questions were focused
on evaluating the influence of the instructional design on their learning process and language
skills development. The self-assessment test and questionnaire used to elicit the views of
students about the use of PBL and how they see learning by using cases are considered ap-
propriate methods (Dolman, Wolhagen & van der Vleuten, 1998).

114