Researching the Use of Problem-based Learning (PBL) Approach in English for Business Courses: The Case of Sultan Qaboos University

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Problem-based learning (PBL) is a learner-centred process-oriented pedagogical strategy that aims to develop the skills of collaboration, problem-solving and self-directed learning. Although this approach is used in various fields of study, it is underused and under-researched in English language Teaching (ELT). Therefore, this research explores the significance and implication of PBL in ELT. The study attempts to demonstrate how to empower learners by engaging them in real-world issues surrounding business, economics, environment or management themes they are interested in and can relate to. The paper sheds light on ways learners can take charge of their learning and make their connections with authentic business material. It begins with a historical background to problem-based learning and the rationale and relevance of PBL in a teaching-learning situation. It proceeds to show how PBL motivates intrinsically and promotes self-directed and active learning. In LANC 1070- English for Business 1(an English for Academic Purposes course), PBL fosters self-directed learning as the students make choices and take decisions about current economic problems in accomplishing the various milestones of the process throughout the semester- thereby empowering them through highly engaging tasks and active learning activities. They research and discuss several strategies to combat the problem, divide the work amongst the team members, discuss their findings and peer-teach what they learn. They develop an outcome for the situation as a team and present their findings to other groups. Students reflect on how they learnt research skills, teamwork, research tools, self-management and time management skills. This process aids the learners in becoming responsible for their learning as they indulge in reflective critical thinking about what is being learned, making them lifelong learners. This research recommends ways for a practical PBL class, including learner autonomy in choosing their groups, teacher feedback at the right time, encouraging reflective journals, etc.