Problem-Based Language Learning and Teaching

Abstract

The status of English as an international language has created special pressure for teaching English either as a second language or as a foreign language to join the globalized world. Besides, the advent of the internet accelerated the globalization process and produced many changes in the teaching and learning of English. At this level, a pedagogical question raises: what is the innovative pedagogy that considers contemporary advances in information communication technology and educational resources to promote students’ meaningful learning of English as a Foreign Language? Thus, this research aims to scrutinize problem-based language learning (PBLL) as being an innovative approach to learn a new language. The current research is an exploratory case study that aims to investigate teachers’ readiness to apply PBLL for the teaching of linguistic and non-linguistic skills. It also sought to explore EFL learners’ perceptions of PBLL by taking the English section of the foreign languages department at Naama University Center as a case in point. Therefore, the main questions that set the current study are what are EFL learners’ perceptions of PBLL? Are Algerian EFL learners motivated to learn through PBLL? Are EFL teachers furnished to apply PBLL in their classrooms? To explore these questions, the researcher collected data on 60 Master one students and seven teachers of English language at Naama University Center, Algeria. To collect data, the researcher designed a semi-structured interview for teachers and a questionnaire for students. The findings revealed that the most used teaching method was lecturing due to the hesitancy, unfamiliarity, and inexperience to use PBLL. The analysis also demonstrated that the students have not experienced PBLL at the university level before, thus they did not report a positive perception of the approach. The results indicated that students prefer direct instruction and handouts more than PBLL