Problem-based language learning: Why Aren't teachers using it?

Abstract

Problem-based learning (PBL), as one of the trendy learning and teaching approaches, has been investigated in various disciplines. Following the cresting benefit and reputation of this methodology in medicine (Vleuten & Schuwirth, 2019), it soon grabbed scholars' attention in the field of language teaching. The present exploratory mixed-method study was an attempt to identify the potentially impeding factors that prevent language teachers from offering problem-based teaching in their classes despite its reported advantages. To this end, in the qualitative phase, 20 EFL teachers took part in a semi-structured interview. The interviews were transcribed, coded, categorized, and thematized. In the quantitative phase, a 66-item Likert scale questionnaire was developed based on the qualitative phase results and was administered to 200 EFL teachers. The results indicated that factors such as difficulties in designing a PBL problem/scenario, the role of teaching equipment, teachers' unfamiliarity with designing a problem/scenario, limiting PBL to a specific skill, assessment, students/teachers' unfamiliarity with the PBL, students’ cross-cultural differences, and limiting PBL to a specific level of language proficiency discourage teachers from using this approach. The implications of the findings are discussed and suggestions are made for future research.