Researching the Use of Problem-based Learning (PBL) Approach in English for Business Courses: The Case of Sultan Qaboos University| Chapter 6 | Research Highlights in Language, Literature and Education Vol. 2

 Problem-located learning (PBL) is a learner-centred process-familiarize pedagogical planning that aims to develop the skills of cooperation, problem-solving and self-supervised learning. Although this approach is used in differing fields of study, it is underused and under-researched in English vocabulary Teaching (ELT). Therefore, this research explores the significance and suggestion of PBL in ELT. The study attempts to demonstrate by means of what to empower learners by engaging bureaucracy in real-planet issues surrounding business, commerce, environment or administration themes they are interested in and can have connection with. The paper sheds light on habits learners can take charge of their learning and create their connections accompanying authentic business material. It starts with a factual background to problem-located learning and the action and relevance of PBL in a teaching-education situation. It reward to show how PBL motivates intrinsically and advances self-directed and alive learning. In LANC 1070- English for Business 1(an English for Academic Purposes course), PBL fosters self-supervised learning as the juniors make choices and take conclusions about current economic questions in accomplishing the various achievements of the process throughout the term- thereby empowering bureaucracy through highly charming tasks and active learning projects. They research and discuss various strategies to combat the problem, separate the work among the team members, examine their findings and peer-educate what they learn. They develop an consequence for the situation as a group and present their findings to other groups. Students degrade how they gained research skills, teamwork, research finishes, self-management and occasion management skills. This process acquired immune deficiency syndrome the learners in becoming being the reason for their learning as they indulge in thoughtful critical thinking about what is being well-informed, making them lifelong learners. This research advises ways for a experienced PBL class, including learner independence in choosing their groups, scholar feedback at the right time, bright reflective journals, etc.

Author(s) Details:

Moin Amena,
Department of Humanities, Centre for Preparatory Studies, Sultan Qaboos University, Muscat, Sultanate of Oman, Oman.

Please see the link here: https://stm.bookpi.org/RHLLE-V2/article/view/8934