基于问题的语言学习 - 大学本科特殊目的英语学习的学习机会来源.ppt

PROBLEM-BASED LEARNING (PBL): A SOURCE OF LEARNING OPPORTUNITIES IN UNDERGRADUATE ENGLISH FOR SPECIFIC PURPOSES (ESP)ELIZABETH M. ANTHONY UTHM 11 APRIL 20101Alice/IATEFL Conference 2010BACKGROUND§Teaching English courses at University Tun Hussein Onn Malaysia (UTHM) is mainly “teacher-centred with minimum lecturer- student interaction or student- student interaction. §Students are mainly engaged in activities focusing on factual or rote learning. §Numerous feedback and complaints of poor quality and performance of a significant number of Malaysian graduates have raised concern among the government, industry and parents.§Thus, PBL with its emphasis on student-centred learning and the application of thinking as well as problem solving abilities to students’ learning experiences has been seen as an alternative tool.2Alice/IATEFL Conference 2010BACKGROUNDConventional LectureKnowledge/Skills Problem Solution/Application3Alice/IATEFL Conference 2010BACKGROUNDPBL ApproachProblem Knowledge/ Solution/Skills ApplicationReflection/Feedback4Alice/IATEFL Conference 2010BACKGROUND§PBL is an approach to learning that uses a problem rather than a lecture.§Trigger and FILA Table.§Many institutions have adopted Problem-based Learning since its introduction at McMaster University in Canada in 1969 (Albanese Barrows, 1996).§Although many recent studies have discussed specific issues related to PBL, a comprehensive study of its use and the outcomes of language lessons based on PBL have not been looked at yet.5Alice/IATEFL Conference 2010CONTEXTProblem-based Learning (PBL) in undergraduate English for Specific Purposes (ESP): Language use and development AIM:To examine how PBL works in an ESP classroom in Malaysia.# To determine students’ perceptions and experiences (own ideas, beliefs and attitude).PARTICIPANTS:A class of year one semester 2 undergraduates (2007/2008 session) from the Faculty of Technical Davies, 1995; Holliday, 2002; Mason 2002) research methodology which enabled study of the meanings attached by humans to their activities.§Non participant observation and interviews were central techniques used to collect data besides reflective journals.7Alice/IATEFL Conference 2010METHODOLOGYDATA ANALYSIS 1. Transcribed using Transana. 2. Read and sort raw data manually 3. Look for words/phrases that reflect RQ (categories). 3. Coding based on the categories. 4. Recategorise and recode.8Alice/IATEFL Conference 2010DISCUSSION§Students’ learning experiences:All five students had rather positive attitude and felt that PBL was enjoyable and effective.§The PBL approach offered both linguistic and affective benefits in the ESP classroom - The MACE-IT factor (Motivation, Attitude, Confidence, Engagement, Independent self- directed learning and Team-working)9Alice/IATEFL Conference 2010DISCUSSIONMotivation: §Students increased their motivation of learning and commented that the PBL process was rewarding, interesting and enjoyable – allowed them more autonomy to explore problems and develop skills that might be useful later in their course/future employment – this inspired them.“In general we worked well. We did not lose motivation.” (Mark Mary: 2 (3) ; Larry: 2 (4) ; Lou Lou: 2 (2.5) ; Laura: 1 (3)12Alice/IATEFL Conference 2010DISCUSSIONEngagement:§PBL had them engaged in the class work for most part – they claimed they participated widely.§The connection between real life and what they already knew was engaging – demonstrated enthusiasm by constantly drawn in the task at hand (Trigger & Fila Table) – clear engagement in the content and language.§Related to the student engagement was the amount of fun they were having with the class, the English language and their group work – the playfulness reflected a level of comfort learners had in the class, with facilitator and English. 13Alice/IATEFL Conference 2010DISCUSSIONIndependent Learning:§Prior to this course, students were not accustomed to working independently in class.§However, after the first couple of weeks into the PBL approach lessons, high level of independence and self- direction emerged on the part of the students.§The lack of student self-sufficiency changed and these students began to show progressive or rather drastic changes for some in terms of their attitude towards learning generally and language learning in particular. 14Alice/IATEFL Conference 2010DISCUSSIONTeam- working: §Students valued and utilised the opportunity to work collaboratively.§PBL has made a positive, well-received contribution to learning during this ESP course.§The use of small groups facilitated students’ learning of the ESP content and English language through collaboration.“… doing things in a group and that makes it more efficient and effective.” “… from the group discussion friends are able to help me out especially in finding the correct。