Revitalizing Foreign Language Learning in Higher Education Using a PBL Curriculum

Abstract

Higher education is frequently criticized for inadequate preparation of students so that they could become successful in their studies, future lives and careers. Students tend to lack higher-order thinking skills, in particular problem solving skills. What the new face of a university foreign language course might be is not simply learning languages but also integrating the development of the most important skills of the 21st century ⿿ higher-order thinking, problem-solving, self-directed learning, communication and collaboration with the ability to demonstrate these skills using a foreign language. Problem-based learning (PBL) is a unique approach that allows achieving this and therefore needs to be more increasingly implemented even in the field of foreign language education. There is much literature that explains curricular change in the field of PBL demonstrating the value of this approach to students, educators and institutions; however, there is little research to date that has explored PBL in foreign language education. Based on the scientific literature review method, this article addresses the issue of why PBL is a relevant approach to be implemented in foreign language education and suggests ways of its implementation. PBL can help revitalize foreign language learning in higher education as it can create meaningful and authentic communication central to the learning process, where language learning is coupled with learning how to solve ill-structured problems. Students move from reproductive to creative and meaningful language use, which undoubtedly contributes to meaningful learning and increased motivation.