Meeting The Demands Of The 21st Century English Language Learning Through PBL-LcCRAFT

Authors

  • Suraini Mohd Ali Universiti Sains Islam Malaysia (USIM)
  • Haliza Harun Faculty of Major Language Studies, Universiti Sains Islam Malaysia (USIM)
  • Normazla Ahmad Mahir Faculty of Major Language Studies, Universiti Sains Islam Malaysia (USIM)
  • Norhaili Massari Faculty of Major Language Studies, Universiti Sains Islam Malaysia (USIM)
  • Noor Saazai Mat Saad Faculty of Major Language Studies, Universiti Sains Islam Malaysia (USIM)
  • Keith Simkin Faculty of Education La Trobe University

DOI:

https://doi.org/10.17576/gema-2018-1802-17

Keywords:

problem-based learning (PBL) language case crafting (PBL-LcCRAFT), 21st century skills, English language teaching and learning, action research

Abstract

Problem-Based Learning (PBL) Language Case Crafting (PBL-LcCRAFT) Model is a new PBL case design guide for language practitioners to craft PBL cases specifically for English Language teaching and learning. This paper describes five significant components in this new model that complement the 21st century learning skills. Data illustrated in this paper were drawn from an action research project on PBL case design training and model for English language practitioners.  The four steps in the action research approach namely  plan, act, observe and reflect were closely followed within two cycles of the research procedure. Data collection tools were observation checklist and focus group interviews with a group of English Language practitioners. The collected data were then analysed using content analysis for emerging themes and the findings were used to develop the new model (PBL-LcCRAFT). The outcome of this study is the new model which is a guide for crafting PBL cases specifically for languages. This paper discusses five interrelated components in the new model (Ill-structuredness, Language in-use, Researching, Reasoning and Reflecting) which language practitioners considered as significant components in crafting language cases. The key findings presented here are the five interrelated components in PBL-LcCRAFT that have assisted the practitioners to craft cases and the symbiosis between these five components with the 21st century skills (i.e. knowledge, creativity, collaboration, critical thinking and communication skills). 

Author Biographies

Suraini Mohd Ali, Universiti Sains Islam Malaysia (USIM)

Suraini Mohd Ali (PhD) is currently a Senior Lecturer at the Faculty of Major Language Studies, University Sains Islam Malaysia. She holds a B. Ed TESL and M. Sc TESL from Universiti Putra Malaysia and her Doctorate from La Trobe University, Australia. Her research interests are Problem-Based Learning and TESL. 

Haliza Harun, Faculty of Major Language Studies, Universiti Sains Islam Malaysia (USIM)

Haliza Harun is a Senior Lecturer at Faculty of Major Language Studies, University Sains Islam Malaysia. Her research interests include CALL/CAI, Grammar teaching and Learning and Second Language Acquisition. 

Normazla Ahmad Mahir, Faculty of Major Language Studies, Universiti Sains Islam Malaysia (USIM)

Normazla Ahmad Mahir is a Senior lecturer at the Faculty of Major Language Studies, Universiti Sains Islam Malaysia. She holds a B.Ed. TESL and M.A. English Literature from Universiti Putra Malaysia. Her research interests include Malaysian Literature in English as well as World Literature.

Norhaili Massari, Faculty of Major Language Studies, Universiti Sains Islam Malaysia (USIM)

Norhaili Massari is a Senior Lecturer at the Faculty of Major Language Studies, Universiti Sains Islam Malaysia. She has 20 years of ELT experience at tertiary institutions. Her areas of interests include Comparative Literature, ESL and critical literacies of the 21st. Century.

Noor Saazai Mat Saad, Faculty of Major Language Studies, Universiti Sains Islam Malaysia (USIM)

Noor Saazai Mat Saad is Senior Lecturer at the Faculty of Major Language Studies, Universiti Sains Islam Malaysia. Her research interests include International Students’ Learning Experiences and TESL.

Keith Simkin, Faculty of Education La Trobe University

Keith Simkin (PhD) teaches in the Faculty of Education, La Trobe University, Bundoora, Melbourne He has taught in the Master of Applied Linguistics Program of Vietnam National University and La Trobe University since 1995. His areas of interests are intercultural communication and education for diversity.

References

Angeli, C. (2002). Teachers’ practical theories for the design and implementation of problem- based learning. Science Education International. Vol. 13(3), 9-15.

Chin, C. & Chia, L.G. (2005). Problem-based Learning: Using Ill-structured Problems in Biology Project Work. Wiley InterScience. Vol. 90, 44-67.

Drummond-Young, M. & Mohide, E. A. (2001). Developing problems for use in problem-based learning. In E. Rideout (Ed.), Transforming Nursing Education Through Problem-based Learning (pp. 165-191). Boston: Jones & Bartlett.

Hazita Azman, Abdullah Mohammad Bhooth & Kemboja Ismail (2013). Reading Practices Of EFL Yemeni Students: Recommendations For The 21st Century. GEMA Online® Journal of Language Studies. Vol. 13(3), 63-78.

Hung, W. (2006). The 3C3R Model: A Conceptual Framework for Designing Problems in PBL. Interdisciplinary Journal of Problem-Based Learning. Vol. 1(1), 55-77.

Jonassen, D. H. (2011). Learning to Solve Problems: A Handbook for Designing Problem-solving Learning Environments. New York: Routledge.

Mohd-Ali, S., Puteh-Behak, F., Mat Saad, N. S., Darmi. R., Harun, H. &

Samah, R. (2016a). Tackling the Issue of Credibility in Phenomenographic Interviewing to Capture Problem-Based Learning (PBL) Experience. Mediterranean Journal of Social Sciences MCSER [Online]. Vol. 7(4), 184-191.

Mohd- Ali, S., Baharun, H., Harun, H., Mat Saad, N.S., Puteh-Behak, F., Massari, N., Darmi, R. and Ahmad Mahir, N. (2016b). Problem-Based Learning (PBL) Case-Design Training and Model for Language Practitioners. IIOABJ, 7 (7), 1-3.

Mohd- Ali, S., Baharun, H., Harun, H., Mat Saad, N.S., Puteh-Behak, F., Massari, N., Darmi, R. & Ahmad Mahir, N. (2017a). Problem-Based Learning (PBL) Case-Design Training and Model for Language Teachers. International Conference on Research Developments in Humanities, Social Sciences and Interdisciplinary Studies (RDHSSIS-17) Bali Indonesia, Jan. 8-9.

Mohd-Ali, S., Massari, N, Ahmad Mahir, N. Harun, H., Baharun, H., Puteh-Behak, F., Mat Saad, N.S. & Darmi, R. (2017a). PBL Language Case-Design Model: The Issue on ‘Ill-Structuredness’. The 4th International Conference on Education, Social Sciences and Humanities (SOCIOINT 2017) Dubai, UAE July, 10-12.

Mohd-Ali, S., Baharun, H., Massari, N, Harun, H., Darmi, R. Ahmad Mahir, N. Puteh-Behak, F. & Mat Saad, N.S. (2017b). Problem-Based Learning (PBL) Language Case-Crafting Model (PBL-LcCRAFT): Language-In-Use and the 3Rs. The 4th International Conference on Education, Social Sciences and Humanities (SOCIOINT 2017) Dubai, UAE July, 10-12.

Rich, E., (2010). How Do You Define 21st-Century Learning? One question. Eleven answers in Education Week. Retreived 12 May, 2016 from http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html

Savin-Baden, M. (2000). Problem-based Learning in Higher Education: Untold Stories. Buckingham: SRHE & Open University Press.

Sipes, S. M. (2017). Development of a PBL Matrix for Data Collection. Interdisciplinary Journal of a Problem- Based Learning. Vol. 11(1).

Sparks, S.D. (2016). Study: '21st-Century Learning' Demands Mix of Abilities in Education Week. Retreived May 12, 2016 from http://blogs.edweek.org/edweek/inside-school- research/2012/07/study_deeper_learning_needs_st_1.html.

Downloads

Published

2018-05-30

Issue

Vol. 18 No. 2 (2018): May 2018

Section

Special Section

License

If the article is accepted for publication, copyright of this article will be vested to UKM Press, National University of Malaysia (UKM).

All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated.