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Problem-based Learning in English for a Second Language Classroom:

Students’ Perspectives

Article  in  International Journal of Learning · January 2012

DOI: 10.18848/1447-9494/CGP/v18i06/47648

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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-

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 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

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& 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).

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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

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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).

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Data Collection Procedures

One of the classes was assigned as the experimental group (using PBL method) while the
other class was assigned as the control group (using lecture-based method). Data for this
article is taken from the experimental group that underwent the course using PBL approach.

Data Analysis
Data obtained from the study were coded, computed and analysed descriptively using the
Statistical Packages for the Social Science (SPSS) version 14.

Results and Discussion

Student’s Perceptions of the PBL Module

In the first section, the students from the experimental group were asked to evaluate their
experience of the PBL programme. On a scale of five (1-very negative to 5-very positive),
the mean score on their experience was computed at 4.22. On the whole, the students had a
very positive perception of PBL as an approach. Table 1 shows the mean scores of the ten
items.

Table 1: Students’ Perception on PBL

No. Description MEAN SD Interpretation
1 The problems allowed application of learning 4.44 0.50 Very Positive
to real world situations.
2 The problems promoted working with others. 4.41 0.56 Very Positive
3 The problems stimulated continuous acquisition 4.34 0.48 Very Positive
of new and relevant knowledge.
4 Overall, I am satisfied with the programme. 4.28 0.68 Very Positive
5 Overall, my learning experience was stimulat- 4.22 0.61 Very Positive
ing.
6 I participated actively in my group meetings. 4.22 0.71 Very Positive
7 I was motivated to learn and use the English 4.19 0.79 Positive
language throughout the process of problem-
solving.
8 I could find the learning resources for the 4.10 0.65 Positive
problem.
9 I was motivated to manage the problem. 4.06 0.62 Positive
10 I had sufficient time to manage the problem. 3.94 0.50 Positive
Average 4.22 0.41 Very Positive

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Students reported the highest mean for item 1: the problems allowed application of learning
to real world situations (m=4.44). The majority (84%) agreed that the problems in the PBL
modules allowed them to apply their learning in a real world situation and promoted collab-
oration with one another. Besides, the PBL approach also stimulated continuous acquisition
of new and relevant knowledge (m=4.34). It appeared that the students were satisfied with
the PBL programme and reported their being stimulated by their learning (m=4.22), causing
them to participate actively in the group discussions (m=4.22). The other four items had
lower mean scores but still showing positive perceptions of the PBL programme. The students
agreed to a certain extent that they were motivated to learn and use English throughout the
process of problem-solving (m=4.19). They were also able to find the resources needed
(m=4.10) and were motivated in solving the problem (m=4.06). Finally, the lowest score
was for item 10 on whether sufficient time had been allocated for problem solving (3.94).
This aspect of time allocation can be understood as one limitation of this study in that the
students were required to solve three problems within the six weeks of the third semester,
which is shorter than the regular semester.
The students from the experimental group also reportedly perceived PBL as an engaging
method of learning. This finding supports Sungur and Tekkaya’s (2006) claim that students
who participate in PBL practices demonstrate significant levels of motivation compared to
students who engage in traditional learning practices. The literature also shows that students
may be engaged in their learning in a number of situations, such as when they ask questions,
discuss problems, share information with others and solve problems (Top & Sage, 2002).
Other factors that may contribute to students’ motivation include the use of authentic mater-
ials that are appropriate for their level, and that touch on issues of interest to them (m=4.44).
It is also claimed that students seem to be motivated to learn when knowledge learnt is about
real life situations that require interpretation, critical thinking and reasoning. These PBL
factors have been fulfilled in this study and it is possible that they contributed to the students’
high level of engagement in the course and their positive views about the PBL approach.

Student’s Perceptions of the Effectiveness of PBL on ESL Learning

The respondents were also asked to rate their perceived impact of PBL on their language
skills after they had completed their PBL modules. On a scale of ten (1-very low impact to
-10 very high impact), they were asked to indicate the degree to which PBL had contributed
to their learning and development of language skills.
Table 2 shows the summary of students’ perceptions of the impact of PBL on their language
skills. The most significant among the twelve items was that the students reported that PBL
had enhanced their self confidence (m=8.29). The majority (90.1%) agreed that PBL had a
high impact on increasing their self-confidence in using English for communication. Since
PBL provided a lot of opportunities for them to present their finding and to have discussion
among group members, they found it helpful in enhancing their presentation skills (m=8.16),
communication skills (m=8.03) and problem-solving skills (m=8.00).

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 NORZAINI AZMAN, LING KOR SHIN

Table 2: Students’ Perceived Impact of PBL on Language Skills

No. Description MEAN SD Interpretation
1 Self-confidence in using the language 8.29 1.37 Very High
2 Presentation skills 8.16 1.39 High
3 Communicating with peers (Communication
8.03 1.66 High
skills)
4 Problem-solving skills 8.00 1.59 High
5 Reading skills 7.94 1.48 High
6 Speaking skills 7.88 1.72 High
7 Critical thinking skills 7.78 1.48 High
8 Vocabulary 6.69 1.60 moderate
9 Inquiry skills 7.56 1.50 High
10 Listening skills 7.53 1.48 High
11 Writing skills 6.31 1.53 moderate
12 Grammar 6.31 1.57 moderate
Average 7.29 1.36 High

In terms of the four basic language skills, the respondents rated PBL to have the greatest
impact on improving their reading skills (m=7.94). This is followed by speaking (m=7.88),
listening (m=7.53) and writing (m=6.31) skills. It seemed that the students perceived the
PBL method as effective to a certain extent in developing their language skills. Surprisingly
though, the respondents rated that PBL had the lowest impact on their writing skills even
though they had been required to write a reflection journal after each PBL session. This
might be due to a number of possibilities: the duration of the course was too short (six weeks)
and as such, their tutors were not able to provide feedback on their writing before they pro-
ceeded to the next writing exercise. This might have caused the students to be unsure of their
development in writing skills. Apart from this, the respondents agreed that PBL had moderate
impact on their vocabulary (m=6.69) and grammar (m=6.31).

Students’ Views of PBL Approach in English Language Classroom

Substantive interactions and collaborations between the students and their lecturers are im-
portant to achieve the desired outcomes of PBL. It is therefore important to explore students’
perceptions of the effectiveness of this approach. As indicated in the pie chart (Figure 2),
the majority of the respondents (44%) enjoyed the collaboration and cooperation among
group members. They enjoyed meeting new friends and sharing different ideas and inform-
ation among themselves in solving the problems. The next most enjoyable thing in PBL was
the process of language learning and presentation, a view shared by 24% of the total respond-
ents. They seemed to appreciate the opportunities given to improve their language and
presentation skills through the PBL approach. A total of 11% enjoyed the process of search-

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ing for information and gaining knowledge related to the real world. Since the students were
forced to use only English during the whole process of the discussion, a total of 9% felt
motivated to learn English and affirmed that PBL had increased their confidence in using
the language. A smaller percentage (6%) enjoyed the problem-solving process and 4% enjoyed
the opportunities afforded by the PBL approach for them to explore other skills, for instance
creativity and leadership skills. Finally, 2% of the respondents commented that PBL had
made their learning experience more enjoyable and less stressful.

Figure 2: Different Aspects of PBL Activities that Students Enjoy

With respect to the improvement of English language education at the university level and
the enhancement of the students’ English language skills, it is important to know how PBL
classroom practices were perceived by the students. The final part of the evaluation included
open-ended questions which allowed students to comment on PBL. There were five open-
ended questions and solicitation of non-obligatory comments on the strengths and weaknesses
of the PBL approach. The comments cited from the students are verbatim and unedited.
At the end of the programme, most of the students in the intervention group indicated that
they had a positive perception of problem-based language learning. They had very positive
comments about their PBL experience, showing their satisfaction with the PBL programme,
and were motivated to learn both language and knowledge through problem-solving. They
stated that the PBL technique, content and methods were appropriate. In particular, they
enjoyed the PBL strategy of using the small group environment rather than the lecture style
environment. Most students agreed that PBL was the best approach for this Foundation
English Language course as it helped them to improve their English in a practical way.

I think PBL is the best way for this course. But I still have to improve [in English]. PBL
is the good way to improve English skills among students. PBL also increases my mo-
tivation and I learn more about new information that is related with the real life.

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 NORZAINI AZMAN, LING KOR SHIN

Problem based learning gave me a way to fit the pieces together like a puzzle.

It is a new way…requires us to do research, it is better because it makes us work. Even

some friends who were not fond of learning English seemed to work in this class.

All the students indicated that PBL had facilitated the development of their generic skills
such as their communication and critical thinking skills. This finding is similar to the findings
obtained in the studies by Hung, Jonassen, and Liu (2007) and Hemlo-Silver (2004) who
found that students in a problem-based learning setting are more likely than those in tradi-
tional learning settings to demonstrate independent learning and thinking, as well as self-
directed practices. Since PBL uses authentic problems of the real world and involves a lot
of critical thinking and problem solving, it contributes to preparing students for the world
of work.

[PBL is] suitable to improve our critical thinking skills and increase our confident level
especially in presenting our ideas to the class.

The activities gave me the way to learn to look for information, evaluate and judge
ideas in a rational way. I have developed better problem solving and communication
skills and I think I have become more critical and analytical. I’m not afraid to ask
questions anymore.

Another student who was a teacher trainee commented that:

PBL also helps to improve my presentation skills and it is very important for me as a
student from [the] Faculty of Education.

Since the students were given the opportunities to examine a problem, solve it and present
their case to the class, they received real-time feedback and opportunities to improve their
communication skills. These are some of the soft skills needed by every graduate in today’s
world in order to increase their competitiveness in the job market.
The overall comments on the impact of PBL show that the students had a very positive
perception of PBL. Three-quarters of the responses (76%) indicated that PBL had contributed
to the improvement of their language skills, especially their speaking skills. The PBL exper-
ience had indeed helped them to be more comfortable in using the language. Since these
students were so used to communicating with friends in their mother tongue, which is Malay,
they could hardly find opportunities to practice English outside of the classroom. Even some
English classrooms do not allocate much time for students to practise speaking independently
in the language. Therefore, many students appreciated the vast opportunities given through
PBL which forced everyone to use English during the process of discussions and presentations.
Through frequent practice of using the language, students gained much confidence to use it
in their daily lives, especially in spoken interactions.

It’s good to improve English speaking because we have more opportunities to speak
during presentation but there are some friends who still use Malay in group discussion.

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Even though they might not be accurate in their grammar or sentence structures, at least they
were trying, and this is actually a crucial part of the learning process.

In PBL classes, it gives me more improvement for the speaking skill, writing and
listening skills. Besides that, I can also communicate with my friend in English although
[it is] in broken grammar. But we are brave to try speaking [the language].

….the activities kind of forced me to use the language even though not correct. But it
is a good way to help me improve my reading and speaking skills especially when we
have to research the topic.

In addition, many students (86%) commented that PBL had boosted their self-confidence in
using English. They also reported a marked improvement in their attitude to learn and to
discover new knowledge. The students commented:

This [is] a good way to someone who does not have confident in using English. Because
the topic is on real problem of the community, I was interested and it gained my confid-
ence…

I didn’t like to do this course in the beginning. But doing research and sharing own
ideas and knowledge with other make me gain the confidence.

In order to complete the projects, students needed to schedule outside class time to meet and
discuss how to solve the problems. Thus, PBL which involved plenty of collaboration among
group members in solving the problems enabled students to learn how to communicate with
others and to develop leadership skills. As demonstrated by the students’ reports:

It [PBL] was such a great idea to communicate with other members. PBL helps to im-
prove my language, communicate with other members in group.

They also appreciated the opportunities given in developing their leadership skills:

[PBL] gives opportunity to each group member [to develop] leadership skills when all
members [are] given a chance to be the leader in group.

Finally, their enjoyment of the PBL activities is apparent:

PBL is good and fun. This programme is very suitable and interesting. They prefer to
learn English in a fun way. It [is a] good way to learn English and more fun, to give
an opinion with each other in group. It’s good and enjoyable. Not just studying but we
can enjoy the lesson.

In the conventional lecture-based learning, teachers are the main source or model of learning
for students. However, in PBL, students can learn from their peers as well. They share ideas
and knowledge among themselves and correct each other when they make mistakes. Besides,
it is definitely more comfortable to communicate with peers and learn from them. Addition-
ally, students will be more motivated to learn when they enjoy the class. Thus, PBL has a

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positive impact on students’ motivation in learning the language. Many students suggested
that PBL approach should be used for their next English course and the future Foundation
English Language course.

I think this activity [PBL] should continue to the next semester. So that, other student
can feel the experience during the PBL that help us a lot.

Group work is a common activity in PBL (Rounds & Rappaport, 2008). During group dis-
cussion, the students were expected to develop effective cognitive strategies for problem
solving through clarifying thoughts, sharing ideas, exploring and thinking through problems,
proposing and evaluating possible solutions (Hung, Jonassen, & Liu). As the group tries to
work on a common task, the discussion provides the students with opportunities for group
interaction by explaining and elaborating the problem solving process. Students highlighted
the value of group work and collaborative learning in the following:

The group work and my friends helped me to work together to solve the issue even when
I had problems and got frustrated in the beginning…but we managed to do it together…

Working in a group is a good experience for this project. I like group work especially
when everyone take their responsibility and give ideas to the problem.

I enjoyed the PBL way of doing things. We must be independent but also dependent on
our friends. The group discussion is real during our meeting. I think we done a good
job.

The atmosphere created through group work and cooperative learning appears to be an im-
portant factor in making the educational process effective. However, students also pointed
out some weaknesses of PBL group work. The following students’ statements are quite re-
vealing:

When working as a group, some friends did not do their homework and did not attend
the lessons.

…group members do not show interest in the lessons, some did not do their part espe-
cially in looking up materials…in the end, there is no team spirit.

Apart from these comments, some students also gave recommendations for improving the
course. They suggested that tutors should pay more attention to weaker students in helping
them to convey their message, especially in oral communication. Even though they could
learn from peers, they needed correction and guidance from the teachers too. Another student
suggested that students be grouped according to their language ability and discipline. How-
ever, there were some who preferred to have a mix of good and poor learners in a group so
that it would enhance the effectiveness of problem solving and the learning process. Finally,
one of the students suggested that problems used for PBL activities could be more interesting
if they were on more specific rather than general topics. This indicates that the students
might prefer to explore new topics so that they can gain new knowledge. A suitable level of

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challenge always promotes motivation in learning (Slavin, 2006). Therefore, PBL problems
need to be well-planned in order to attract students and motivate them to solve the problem.

Conclusion
The study provides evidence to show that PBL is good for promoting collaboration and self-
directed learning, which are two important skills that university students should acquire
(Barrows, 2002; Sungur & Tekkaya, 2006). In fact, the quantitative data shows that the re-
spondents in the present study marked higher impact on non-linguistic than on linguistic
outcomes (language skills) when they were asked to rate their perceptions on problem-based
language learning.
The positive impact of PBL seems to be on the generic skills and language skills, particu-
larly on speaking. The greatest impact was on their confidence in using the language. This
is significant especially in language production, for instance in speaking, presentation and
communication skills. This is important in language learning because the students become
unafraid of making mistakes. As they continue to speak the language, they will eventually
improve in their language accuracy. According to Swain (1985; 2005), output production is
crucial in language learning, and constant practice in language production is helpful in en-
hancing ESL learning and improving language accuracy.
The main limitations of this study are the small number of students involved in the exper-
imental group and the length of time of the intervention programme. However, the self-re-
ported data are consistent with the views expressed in the open-ended section. Although
generalisations cannot be extrapolated from this small scale study, this preliminary study
does have some pedagogical implications.
Firstly, PBL is suitable for language teaching and learning and it is applicable to all types
of English courses. It does not matter whether the students are lower proficiency or advanced
language learners. PBL programmes can be adjusted to meet different needs and objectives
and to accommodate individual learning needs too (Johnsen, 2004). For instance, lower
proficiency language learners could be given simpler problems to solve and tutors should
provide more scaffolding and guidance in order to make sure students are able to make use
of PBL for language enhancement. On the other hand, advanced language learners could be
given more difficult problems to solve, less scaffolding, but the tutors may need to pay more
attention to developing their language accuracy. PBL can serve different learning objectives
and the teachers’ roles are very much dependent on their students’ needs and course objectives.
Another implication drawn from this preliminary study is that PBL serves as a particularly
suitable approach for ESL because of the opportunities afforded for using the language and
testing out language rules in more authentic contexts than the traditional ESL classroom.
PBL not only enhances students’ language proficiency through lots of language production
opportunities, it also promotes various non-linguistic skills such as leadership skills, collab-
orative skills, critical thinking skills and problem-solving skills which would prepare students
for future employment (Sungur & Tekkaya, 2006).
An important element of PBL is group work. Learners discover how to solve problems
and think independently through peer and social interaction, which, in turn, promote cognitive
development (Vygotsky, 1978). An examination of the students’ comments revealed three
areas for improvement: time management, keeping everyone responsible and the group fo-
cused, and ensuring all members contribute in the group. This has implications for facilitation

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in PBL, in particular for the initial preparation of students. It is important that the tutors es-
tablish criteria for group work, group processes, and group dynamics so that all members of
the group become active participants and have equal opportunity to contribute to the discussion
and project. The tutors must provide details of the learning objectives so that the students
can stay focused on the objectives of the course. Communication about the roles of the
teacher and students is vital, and the students may benefit from more feedback and assessment
on their participation in the group, particularly early on in the programme and from additional
forms of consolidation of their learning (Spronken-Smith and Harland, 2009). The success
of PBL stems from a teacher’s ability to accurately implement and introduce students to
PBL.
Current approaches in university teaching in Malaysia emphasise problem solving, and
improving students’ approaches to enquiry-based and self-directed learning (Wiesman &
Caldwell, Norzaini Azman, 2009). Thus, the focus is on how to change students’ learning
approaches from passive and teacher-centred learning to active and collaborative-based
learning. PBL is educationally sound, but educators and researchers still need to assess stu-
dents’ perceptions about PBL before implementing it. The effectiveness of the approach lies
in the longer–term effects on the students, such as the ability and motivation to continue
learning, to manage problem solving, communication and team-work.
In summary, the study has provided some insights into the importance of using the PBL
approach in the ESL classroom. Students participating in PBL may experience an increase
in on-task effort during problem-solving tasks. This suggests that PBL may be most effective
as students are asked to work on real problems and learn how to share their opinions in a
climate that promotes acceptance of different viewpoints. They are also motivated to take
chances, to think critically and learn how to propose solutions to problems. The success of
PBL depends on how it is implemented, the curriculum design, the teacher, the type of stu-
dents and the dynamics of a particular group. Following Mills’ (1959) argument that research
should lead the way for action, this study, within its limits, suggests that the action required
is the action to facilitate the development of generic and language skills through PBL.
Therefore, future research should move on from developing understanding of what is hap-
pening to understanding what could be happening when an emphasis is placed on learning
experiences that construct effective PBL and, in turn, language development.

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About the Authors

Norzaini Azman
Universiti Kebangsaan Malaysia, Malaysia

Ling Kor Shin

Universiti Kebangsaan Malaysia, Malaysia

126
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