PBL LANGUAGE CASE-DESIGN MODEL: THE ISSUE ON ‘ILL-STRUCTUREDNESS’

Suraini Mohd-Ali¹*, Norhaili Massari², Normazla Ahmad Mahir³, Haliza Harun⁴, Hazleena Baharun⁵, Fariza Puteh-Behak⁶, Noor Saazai Mat Saad⁷, Ramiaida Darmi^8
1Dr., Universiti Sains Islam Malaysia, MALAYSIA, suraini@usim.edu.my
²Ms., Universiti Sains Islam Malaysia, MALAYSIA, norhaili@usim.edu.my
³Ms., Universiti Sains Islam Malaysia, MALAYSIA, normazla@usim.edu.my
⁴Dr., Universiti Sains Islam Malaysia, MALAYSIA, haliza@usim.edu.my
⁵Dr., Universiti Sains Islam Malaysia, MALAYSIA, hazleena@usim.edu.my
⁶Dr., Universiti Sains Islam Malaysia, MALAYSIA, fariza@usim.edu.my
⁷Dr., Universiti Sains Islam Malaysia, MALAYSIA, noorsaazai@usim.edu.my
⁸Dr., Universiti Sains Islam Malaysia, MALAYSIA, ramiaida@usim.edu.my
*Corresponding author

Abstract
Abstract Problem-Based Learning (PBL) aligns with approaches required in second language learning and teaching in which students learn the target language by practicing it and thus, making it an acceptable pedagogical choice to cater for the need of the language learners. Case/Problem is the core element in PBL. The important characteristics of PBL include students learning with an ill-structured problem in which the problem acts as the starting point to structure the learning agenda. However, due to lack of knowledge and experience in crafting cases and the scarcity of case design models for language, practitioners often find it challenging to employ PBL approach in their classrooms. This research aims to study the feasibility of using the 3C3R Case-Design Model (Hung, 2006) to craft PBL cases for a General English Course. In this Action Research approach, four steps (planning, action, observation and reflect) were closely followed within two cycles of the action research procedure. Data collection tools were observation checklist and focus group interviews with a group of English language practitioners which was then analyzed using content analysis for emerging themes. The findings revealed some significant themes pertaining to the need for adaptation and inclusion of other components in the model to craft PBL cases for language courses. One of the significant theme was on ‘ill-structuredness’ as a component to be included in the 3C3R model. The findings also suggest the importance of the emerging PBL Language Case-design Model for language teaching which is expected to be a reference to language practitioners with limited case-design knowledge to craft PBL cases for their specific classroom goals.

Keywords: Problem-Based Learning (PBL), PBL Language Case-Design Model, Ill-structuredness