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Challenges of Implementing PBL in Language Classes

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Problem-based Language Learning and Teaching

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

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Abstract

In this chapter, we discuss some of the challenges encountered by educators and students in PBL classes. To do so, we refer both to literature and to our findings from studies conducted between 2015 and 2017. These challenges consist of: (a) challenges encountered by tutors, (b) challenges perceived by learners, and (c) challenges caused by the use conventional teaching materials in PBL language classes. As qualitative studies conducted on the challenges of implementing PBL in language classes are extremely scant, it would be difficult to determine if challenges in language classes mirror those found in the implementation of PBL in other disciplines. However, our experience in implementing PBL in the Iranian EFL context and the Malaysian ESL context has provided us with insights on this issue. In the latter parts of the chapter, educators and students’ perceptions of PBL are discussed.

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Authors and Affiliations

  1. Faculty of Languages and Linguistics, University of Malaya, Kuala Lumpur, Malaysia

    Loghman Ansarian

  2. Faculty of Languages and Linguistics, University of Malaya, Kuala Lumpur, Malaysia

    Mei Lin Teoh

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  1. Loghman Ansarian
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  2. Mei Lin Teoh
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Correspondence to Loghman Ansarian .

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Ansarian, L., Teoh, M. (2018). Challenges of Implementing PBL in Language Classes. In: Problem-based Language Learning and Teaching. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-0941-0_4

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  • DOI: https://doi.org/10.1007/978-981-13-0941-0_4

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-0940-3

  • Online ISBN: 978-981-13-0941-0

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