Problem-Based Learning:

A possible approach to language education?

Jon Larsson
Polonia Institute
Jagiellonian University

March, 2001
 Abstract

Problem-Based Learning, PBL, as we know it today has its roots in Canada in the
early 1970’s. Historically, it has been used mainly within medicine and business. Espe-
cially during the last decade, however, has this sometimes controversial methodology
gained increasing popularity in several academic disciplines. It is now more and more
widely applied to subjects such as physics and biology, but also (to a lesser degree) to
history and geography.
Nonetheless, one major field seems to have remained relatively unaffected: the
humanities, and specifically languages. This document attempts to address the question
of how PBL could be applied to language education, discussing what could be gained
from this, as well as the major problems involved and possible solutions to them.
Contents
1 Introduction 2

2 PBL and Language Learning 3

2.1 Advantages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2.2 Creating Problems - the Main Problem . . . . . . . . . . . . . . . . . 4
2.3 Other Difficulties and How to Approach Them . . . . . . . . . . . . . 4
2.4 Designing a Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . 5

3 Sample Problems 6
3.1 “The Dreamhouse” – A General Problem . . . . . . . . . . . . . . . 6
3.2 “Under Arrest” – Language and Law . . . . . . . . . . . . . . . . . . 7
3.3 “The Letter” – Investigative History . . . . . . . . . . . . . . . . . . 7

4 Conclusion 8

References 10

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1 Introduction
Today, Problem-Based Learning is widely recognised as an effective methodology. Its
advantages are well documented: students are known to develop greater communica-
tive, thinking and problem-solving skills with PBL than with regular lecture-based
education. PBL often also excels in making the relationship between various concepts
within a subject more clear, and has with success been used in interdisciplinary courses,
thanks to the way in which it encourages broad research.
How, then, is this accomplished? The fundamental idea of PBL is to introduce
new concepts by using complex real-world problems, to use problems to “motivate,
focus, and initiate student learning” [Duc96], rather than, as in traditional education –
or even other forms of group-based or student-centered methodologies – presenting the
students with problems first after explaining a certain concept. By doing this, students
are required to learn actively, and not only passively.
Almost half a century ago, Bloom constructed a model of cognitive levels, as shown
in the table below. He describes six different cognitive levels, and gives examples of
student activities that characterise each level. [Blo56] Well-made PBL problems will
encourage students to work at the higher levels of analysis, synthesis and evaluation,
whereas common textbook problems leave the students working at the two, or pos-
sibly three, lowest levels. There, memorisation dominates over the comprehension,
questioning and critical thinking that are all essential characteristics of PBL.
Problem-Based Learning is, however, not uncontroversial. It is often eyed critically
by many teachers who are used to – and successful with – lecture-based instruction.
Even those who approve of PBL are sometimes reluctant to implement it because of the
tremendous amount of work involved in fundamentally restructuring a course. It must
also be conceded that some students actually prefer traditional methods of instruction
to problem-based ones – in some cases it even goes beyond being merely a question
of personal preference; it is a question of which forms of learning a person is “cut out
for”.
This has been illustrated by several researchers, including Golay, who describes
how some students have a learning pattern that, for examples, favours independent
group work, while others may have a learning pattern that requires detailed instructions
and well-defined, well-guided assignments from a teacher. [Gol82]
In most cases, however, the merits of a PBL approach are such that an attempt
is definitely warranted. At least in the fields of science, social studies, business and

Cognitive Level Student Activity

Evaluation Making a judgment based on a pre-established set
of criteria.
Synthesis Producing something new or original from com-
ponent parts.
Analysis Breaking material down into its component parts
to see interrelationships / hierarchy of ideas.
Application Using a concept or principle to solve a problem.
Comprehension Explaining/interpreting the meaning of material.
Knowledge Remembering facts, terms, concepts, definitions,
principles.

Table 1: Bloom’s cognitive levels

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medicine – this we have seen. The question is: will it work at all if applied to language
education?

2 PBL and Language Learning

Learning a language is, for apparent reasons, very different from learning anything else;
normally language is a tool when learning – not the actual subject of it. This difference
has several implications from the point of view of PBL. For example, it results in the
need for an entirely different view on the facts vs. understanding issue. When learning
a language, understanding is of course paramount – it is what languages are about.
Despite this, learning raw facts (eg. in the form of vocabulary) plays a larger part than
in many other subjects.
How should one, then, go about giving the students enough of these “raw facts”
without violating the PBL principle of not feeding the students knowledge without
context? One of the main objections to Problem-Based Learning has, after all, been
that courses taught in that way cover less actual content than traditional lecture-based
ones. Though it has been said that the concepts of PBL can be applied to any aca-
demic discipline, languages obviously constitute a large challenge. The advantages are
nonetheless many.

2.1 Advantages
Before discussing the possible advantages of a problem-based language course, it is
necessary to note that the lack of previous research in this field make it very hard to
know to what extent known positive effects of PBL in, for example, a biology class-
room will also be visible in a language classroom. It should also be remembered,
however, that though some anticipated effects may fail to appear, others may take their
place.
As mentioned in the introduction, one of the main virtues of PBL is that it displays
a significant advantage over traditional methods in how the communicative skills of
the students are improved. The general ability of social interaction is also positively
affected. These are, most will agree, two central factors in language learning. By
building a language course around assignments that require students to act, interact
and communicate it is hopefully possible to mimic some of the aspects of learning a
language “on site”, ie. in a country where it is actually spoken. Seeing how learning
a language in such an environment is generally much more effective than teaching the
language exclusively as a foreign language, this is something that would hopefully be
beneficial.
To further increase these effects, one could employ the practice of letting senior
students, who have attended the course before and have good command of the lan-
guage, act as peer tutors to the students. This method has for a number of years been
employed in a number of PBL courses at the University of Delaware, USA, where it
was rated very highly by both students and tutors. [A+ 96]
Another large advantage of PBL is that it encourages students to gain a deeper
sense of understanding. Superficial learning is often a problem in language education,
for example when students, instead of acquiring a sense of when and how to use which
vocabulary, learn all the words they will need for the exam next week and then promptly
forget them.

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 In a PBL classroom this is combatted by always introducing the vocabulary in a
real-world situation, rather than as words on a list, and by activating the student; stu-
dents are not passive receivers of knowledge, but are instead required to actively ac-
quire the knowledge. The feeling of being an integral part of their group also motivates
students to learn in a way that the prospect of a final examination rarely manages to do.

2.2 Creating Problems - the Main Problem

The central concept of PBL is, of course, problems. As the number of resource books
with PBL problems is disappearingly small, it is nearly always necessary for instructors
wishing to employ PBL to construct their own problems. It is this task of constructing
suitable problems that often poses the greatest challenge. It is however imperative that
the problems are interesting, challenging and relevant to the students’ reality, or their
educational value will be seriously decreased and the previously discussed advantages
will definitely not be as apparent.
What, then, characterises a good PBL problem? This question was briefly dealt
with in the introduction, and what was said there are the key points. First of all, the
problem must engage the students’ interest; it must motivate them to independently
search for more knowledge. It must require – and allow – students to relate the new
concepts being introduced to previous knowledge. Students should also have to make
judgments and decisions based on given facts or logical conclusions and to justify these.
In addition, a good PBL problem should emphasise the importance of group work,
by not being open for a “divide and conquer” approach, where group members can
divide subtasks between each other rather than work together. Finally, it is important
to remember that the problems must be related to the real world.
What makes it exceptionally difficult to construct such problems for a language
course? In business or medicine, it is easy to take a real problem from a real situation.
In science, scientific journals and the like often constitute a good source of problems. In
the field of languages, however, there are neither obvious “real situations” nor journals
describing recent developments that can be used when constructing problems. The
difficulty lies in finding a plausible context for the problem.
As finding such contexts is extremely hard if one tries to create pure language
problems – and as the possibilities would then be bound to be exhausted relatively soon
– a more realistic approach would be to combine language teaching with the teaching
of other subjects, subjects where language plays an important role. Two examples of
how this can be done are given in section 3.
Whether this would be an effective approach or not remains to see; as previously
stated, no such studies are known to the author of this text, and no attempt to draw any
conclusions on this matter on a purely theoretical basis will be made.

2.3 Other Difficulties and How to Approach Them

Some of the largest problems that are likely to occur in a PBL language classroom are
those of group dynamics. Since working in groups is central to PBL, it is important
that the groups function in a satisfactory way. The things that can go wrong in a group
are rather many, as most teachers who have tried that approach will know.
However, it is beyond the scope of this document to discuss group dynamics on a
general level, or even on a level specific to PBL (a good summary of possible group-
related difficulties in a PBL class can be found in “Dan tries Problem-Based Learning:

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A case study” [Whi96]). Instead, it will concentrate on the additional difficulties caused
by the nature of the subject of languages.
A problem that language teachers often face is that of the students communicating
with each other in their native language (or another to them common foreign language,
such as English) more than they actually need to. In a PBL environment this would
be a very real, and very big problem, as communicating in the language being studied
would be the central idea of PBL-based language education, and failing to fulfill that
demand would greatly decrease, if not entirely eliminate, the profits of using PBL at
all.
In enforcing this requirement, one does however meet another problem. If the
students’ command of the language is not sufficient for the task at hand, creativity
and enthusiasm will naturally drop and give way to frustration and disappointment.
Where is the point of balance? That is a question that probably has to be answered
individually for each group. It is another example of how PBL demands much more
from the instructor than traditional methods of teaching.
These and related problems imply that PBL may not be a very good approach at
basic levels – at least not in the form presented here.

2.4 Designing a Syllabus

It is with the above discussed issues in mind that one must design the syllabus of a PBL
language course. Something that most teachers who at one point or another have tried
PBL agree on is that it usually takes two or three attempts at a certain course before
things start working as they were intended to; one will always run into problems and
conflicts that were not – and that sometimes could not have been – anticipated.
In setting up a PBL syllabus for the first time, language teachers should therefore
to whatever extent possible read the documentation of others’ attempts at PBL, in lan-
guages as well as other subjects, and discuss the matter with colleagues that have tried
PBL before. Thus they will hopefully be able to avoid some of the most common
problems.
Among the points brought up, there are two that it might be worth mentioning
again, as they are of interest and importance during the planning stage of the course:
First, the idea of peer tutors. This might very well turn out to be the best possible solu-
tion to several problems. However, these tutors should, as explained, be students who
have previously attended the course in question. Therefore, this approach is possible
only when the course has already existed for some time.
Second, The possibility of cooperating with other, non-language faculty and run-
ning a “joint venture” course, integrating the two subjects. This will help students both
to make connections between different disciplines and to see real applications of the
language they are learning. It will also open greater possibilities for the instructors, as
the source material they will have access to will be significantly larger.
One choice that has to be made when designing a PBL course is whether to change
only parts of an existing course – creating a form of “hybrid” course – or to start
from scratch and do everything the PBL way. Opinions differ as to which approach
is the best; both have their vices and virtues. A popular approach is, however, to do
a “soft start” by gradually introducing PBL elements and later, after evaluating that
method, trying a more complete makeover. A comparison of experiences from the two
approaches will often show which is the most suitable.
A concept that is very important when working with PBL, something that will be
seen in all PBL problems (including the examples in the next section) is the concept

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of learning issues, ie. the question of what knowledge and information and which
concepts and sources are relevant for a certain problem. It should be pointed out that,
especially when teaching students with no previous PBL experience, time must be
allocated and quite some effort must be spent helping the students understand how
they can evaluate their skills and knowledge and how to look for, and then use, different
sources.
As a closing note on the subject of designing syllabi and planning courses, the
importance of proper evaluation is emphasised. Only by asking students (and possible
peer tutors) how they felt about the various choices made by the instructor can the latter
hope to improve the course and keep it evolving.

3 Sample Problems
These are three sample problems, or rather problem outlines, that might be used in
a PBL environment. The problems are incomplete, as they can be held general only
to a certain extent, after which they need to be tailored to the language that is being
taught. The problems can be presented either in the students’ native language or in
the language they are learning. In most cases, the latter alternative is preferable. All
the problems have been constructed in order to introduce a certain vocabulary and to
address at least one other topic in the language.
The first problem is rather general in its nature, and is not directly connected to
any other subject. Besides for the vocabulary, it aims at training the students to write
descriptive and classifying texts, as well as using prepositions (and related grammatical
topics).
Problem two can be used in groups that have some sort of interest in law, though
it is perhaps not detailed enough for actual law students or law professionals. It brings
up the issues of formal language and letter writing.
Finally comes a problem that relates to history and that is best used in groups with a
genuine interest in that subject. Narrative writing, informal letter writing and informing
speech is practiced.
One question that can be seen throughout all three problems is the classical PBL
question of learning issues: What knowledge do you already have that can help you
solve the problem? What knowledge do you lack that is necessary for the completion
of the assignment? Where can you find this knowledge?

3.1 “The Dreamhouse” – A General Problem

You have decided to build your dreamhouse in [country]1 . You have started looking
at maps and photos of different locations and you have brought home huge piles of
furniture catalogues. Despite the challenge that you know is implied by such a decision,
you have decided that you will design the house of your dreams from the ground up
before asking an all-in-one contractor to draw up the proper plans, build it and furnish
it.
When describing what you have in mind to the architect, it is important that you are
very precise. He needs to know what you want each room to look like – where doors
and windows are, and also what furniture, appliances, etc. that you want there. Be as
detailed as possible.
1 This, of course, refers to a country in which the studied language is spoken.

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 As for the location, you are having problems making up your mind. You have there-
fore decided to ask the contractor for advice. Describe four or five different locations
that you have in mind, comparing them to each other. Bring out what you think are the
advantages and disadvantages of each location.
Before starting the assignment, discuss the following in your group: What vocabu-
lary will be involved? What aspects of the language are important? What do you need
to learn to be able to complete the assignment? Which sources might be useful?

3.2 “Under Arrest” – Language and Law

You are a group of students living in [country]1 . Harry, one of your friends from back
home has just visited you. You have been on constant city sightseeing for three days.
However, the day after his departure you receive a phone call from him. Harry has
been arrested by the local police in a city in the other end of the country. He doesn’t
understand what he is being accused of and asks you to help him. Apparently, Harry
has managed to convince the police to fax information about the situation to you. You
will find that information on page two.2
What is Harry accused of? Why do you think the police arrested him? What other
information would you need to understand fully what has happened and why? What
would you do next? Describe and give full motivations for your answers. When you
are done, ask for part two.
(Part two) The next day, you receive another fax:

This fax is from the defense attorney that has been assigned to Harry,
requesting the recipient to write back, giving information about Harry’s
whereabouts and activities during the 48 hours immediately preceding his
arrest. The attorney also asks for any arguments you can think of favour-
ing a release under bail.3

Before starting the assignment, discuss the following in your group: What vocab-
ulary will be involved? What aspects of the language are important? What aspects of
the legal system are important? What do you need to learn to be able to complete the
assignment?
When you are done, ask for part three.
(Part three) Finally, Harry is released and allowed to return home. Curious to learn
more about what actually happened, you decide to pay the defense attorney a visit.
Write a dialog between one or more of you and the attorney, explaining the case.
Before starting the assignment, discuss the same issues as in the previous part in
your group.

3.3 “The Letter” – Investigative History

As students of history, you often search through libraries and archives, looking for
information that might be relevant to your research. One day, you come across this
hand-written document at the bottom of a pile in a dark corner of a library:

The document is a personal letter. It was written by someone at some point

in history (who, when, why, etc. will depend on the language studied).
2 The fax has not been included here, as that, too, would probably also be best if tailored to a certain

country
3 Of course, a “real” fax should be included here as well.

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 This mustn’t be a certain historical person (such as Winston Churchill),
but might well be somebody who was in a certain situation (such as a
soldier in the Russian army during World War I).
The letter is written in such a way that it is possible to deduce when it
might have been written, by whom, to whom, etc. As such, it may be a
description of an event, a request, a general letter with a bit of everything,
or anything that is relevant to the person and situation.
In an ideal situation, the letter is authentic. Otherwise, one suitable for
the assignment must be created.

Who might have written this letter? When? Where? Give motivations! Where
could you find information to help you answer these questions? When you are done,
ask for part two.
(Part two) You decide that this letter is exactly what you were looking for as a
theme for your upcoming term paper. As an introduction, you choose to write the story
of the author of the letter. Do this based on the information given in the letter. Select
an appropriate timeframe and level of detail. When the information in the letter is
insufficient, use other relevant sources.
Before starting, discuss the following questions: Which information in the letter is
important for your story? What other information do you need? Where can you find
it?
When you are done, ask for part three.
(Part three) As another part of your paper, you have decided to write a fictitious,
but plausible and historically accurate, reply to the letter.
Before starting, discuss the following: Who, more precisely, are you, the recipient?
What is your relation to the author of the letter? What issues not brought up by the
author of the letter are you likely to cover in your reply? Why?
When you are done, ask for part four.
(Part four) A few months later, an enthusiastic history teacher at a local high school
contacts your group, telling you that he found your papers very interesting and that he’d
like you to give a speech on the subject to his class.
Prepare this speech. Each member of the group should approach the theme from a
slightly different angle. How is up to you.

4 Conclusion
Definite conclusions are hard to draw in a hypothetical document, such as this one. The
first, and foremost, conclusion is therefore that the value and correctness of ideas and
theories laid forth here can be verified – or refuted – only by trying them out.
It can also be concluded that applying PBL to language education would constitute
a formidable challenge to whoever might choose to attempt it. It is tempting to say
that PBL is better suited for disciplines close to the real world and everyday life. How-
ever, this would be highly paradoxical, as few things can be considered more real and
everyday for humans than language.
Nevertheless, it would not seem too radical to suggest that PBL might indeed be
beneficial in a language classroom, especially if integrated with other, non-language
disciplines. Besides for general PBL-related concerns mentioned before, the main
questions that need to be answered are:

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 • At which skill level should PBL be introduced?
• With which other subjects/courses could the PBL language course be integrated?
• Which sources for problems are available?
Finding answers to these questions, designing a PBL syllabus for a language course
and trying it out in the real world will hopefully bring an answer to the main question
of this document: Can Problem-Based Learning be used as an alternative approach to
language education?

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References
[A+ 96] D. Allen et al. Teaching with tutors (article & student and tutor comments).
About Teaching, 1(50), Spring 1996.
[Blo56] B. Bloom. Taxonomy of Educational Objectives. McKay, New York, USA,
1956.
[Duc96] B. Duch. Problems: A key factor in PBL. About Teaching, 1(50), Spring
1996.
[Gol82] K. Golay. Learning Patterns and Temperament Styles. Manas-Systems, 1982.
[Rhe98] J. Rhem. Problem-Based Learning: An introduction. National Teaching &
Learning Forum, 8(1), December 1998.
[Whi95] H.B. White. Creating problems for PBL. About Teaching, 1(47), January
1995.
[Whi96] H.B. White. Dan tries Problem-Based Learning: A case study. In L. Rich-
lin, editor, To Improve the Academy, volume 15, pages 75–91. New Forums
Press and the Professional and Organizational Network in Higher Education,
Stillwater, Oklahoma, USA, 1996.

Several of these documents are available through the University of Delaware’s PBL
website at http://www.udel.edu/pbl/

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