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|
Associate Professor and Associate Fellow, Faculy of Education, UKM & National Higher Education Research Institute, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Post Graduate Student, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
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