Problem-based language learning: Why Aren't teachers using it?
Problem-based learning (PBL), as one of the trendy learning and teaching approaches, has been investigated in various disciplines. Following the cresting benefit and reputation of this methodology in medicine (Vleuten & Schuwirth, 2019), it soon grabbed scholars' attention in the field...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2023-01-01
|
| Series: | Social Sciences and Humanities Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291123002735 |
| _version_ | 1797374067215433728 |
|---|---|
| author | Saieed Moslemi Nezhad Arani Abbas Ali Zarei Abdullah Sarani |
| author_facet | Saieed Moslemi Nezhad Arani Abbas Ali Zarei Abdullah Sarani |
| author_sort | Saieed Moslemi Nezhad Arani |
| collection | DOAJ |
| description | Problem-based learning (PBL), as one of the trendy learning and teaching approaches, has been investigated in various disciplines. Following the cresting benefit and reputation of this methodology in medicine (Vleuten & Schuwirth, 2019), it soon grabbed scholars' attention in the field of language teaching. The present exploratory mixed-method study was an attempt to identify the potentially impeding factors that prevent language teachers from offering problem-based teaching in their classes despite its reported advantages. To this end, in the qualitative phase, 20 EFL teachers took part in a semi-structured interview. The interviews were transcribed, coded, categorized, and thematized. In the quantitative phase, a 66-item Likert scale questionnaire was developed based on the qualitative phase results and was administered to 200 EFL teachers. The results indicated that factors such as difficulties in designing a PBL problem/scenario, the role of teaching equipment, teachers' unfamiliarity with designing a problem/scenario, limiting PBL to a specific skill, assessment, students/teachers' unfamiliarity with the PBL, students’ cross-cultural differences, and limiting PBL to a specific level of language proficiency discourage teachers from using this approach. The implications of the findings are discussed and suggestions are made for future research. |
| first_indexed | 2024-03-08T19:00:31Z |
| format | Article |
| id | doaj.art-0da8eb32d57f41b688625e0cb6e9bd68 |
| institution | Directory Open Access Journal |
| issn | 2590-2911 |
| language | English |
| last_indexed | 2024-03-08T19:00:31Z |
| publishDate | 2023-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj.art-0da8eb32d57f41b688625e0cb6e9bd682023-12-28T05:19:26ZengElsevierSocial Sciences and Humanities Open2590-29112023-01-0181100668Problem-based language learning: Why Aren't teachers using it?Saieed Moslemi Nezhad Arani0Abbas Ali Zarei1Abdullah Sarani2Department of English Language Teaching, Imam Khomeini International University, Qazvin, IranDepartment of English Language Teaching, Imam Khomeini International University, Qazvin, Iran; Corresponding author.Department of English Language and Literature, University of Sistan and Baluchestan, Zahedan, IranProblem-based learning (PBL), as one of the trendy learning and teaching approaches, has been investigated in various disciplines. Following the cresting benefit and reputation of this methodology in medicine (Vleuten & Schuwirth, 2019), it soon grabbed scholars' attention in the field of language teaching. The present exploratory mixed-method study was an attempt to identify the potentially impeding factors that prevent language teachers from offering problem-based teaching in their classes despite its reported advantages. To this end, in the qualitative phase, 20 EFL teachers took part in a semi-structured interview. The interviews were transcribed, coded, categorized, and thematized. In the quantitative phase, a 66-item Likert scale questionnaire was developed based on the qualitative phase results and was administered to 200 EFL teachers. The results indicated that factors such as difficulties in designing a PBL problem/scenario, the role of teaching equipment, teachers' unfamiliarity with designing a problem/scenario, limiting PBL to a specific skill, assessment, students/teachers' unfamiliarity with the PBL, students’ cross-cultural differences, and limiting PBL to a specific level of language proficiency discourage teachers from using this approach. The implications of the findings are discussed and suggestions are made for future research.http://www.sciencedirect.com/science/article/pii/S2590291123002735Impeding factorsLanguage teachingProblem-based learning |
| spellingShingle | Saieed Moslemi Nezhad Arani Abbas Ali Zarei Abdullah Sarani Problem-based language learning: Why Aren't teachers using it? Social Sciences and Humanities Open Impeding factors Language teaching Problem-based learning |
| title | Problem-based language learning: Why Aren't teachers using it? |
| title_full | Problem-based language learning: Why Aren't teachers using it? |
| title_fullStr | Problem-based language learning: Why Aren't teachers using it? |
| title_full_unstemmed | Problem-based language learning: Why Aren't teachers using it? |
| title_short | Problem-based language learning: Why Aren't teachers using it? |
| title_sort | problem based language learning why aren t teachers using it |
| topic | Impeding factors Language teaching Problem-based learning |
| url | http://www.sciencedirect.com/science/article/pii/S2590291123002735 |
| work_keys_str_mv | AT saieedmosleminezhadarani problembasedlanguagelearningwhyarentteachersusingit AT abbasalizarei problembasedlanguagelearningwhyarentteachersusingit AT abdullahsarani problembasedlanguagelearningwhyarentteachersusingit |