Problem-Based Learning in Business English in China

• In Event: Educational Responsibilities in Problem-Based Education (PBE): Principles, Practices, and Networks Creating and Supporting PBE

Abstract

Objectives
A goal of participatory action research is to offer an insider’s perspective. Adopting a citizen scholar role, I undertook an action research project to re-design a business English education course in China in order to support the educational opportunities of vocational education students. Triangulated analyses of video and ethnographic records of five problem cycles conducted over six weeks sought to understand how problem-based learning (PBL) design supported language learners in a vocational context.

Theoretical framework
Praxis is enabled and constrained by the cultural-discursive, material and social-political conditions under which professional practice occurs (Kemmis &Grootenboer, 2008). This action research study is situated in historical, social and particular educational situation, which shaped the enactment of a new PBL course design in the China business English education context. Participatory action research concurrently interlinks the roles of being theorists and practitioners (Kemmis, 2009). It is based on community agreement, and researchers have the responsibility to justify research participants’ work and address the concerns proposed by them.

Methods and data
Video and ethnographic data across two action research spirals of implementation of a PBL course redesign were analysed (see Figure 1). As both a researcher and a practitioner, I used constructivist grounded theory (CGT) to conduct analyses of internal and external observations and student perceptions (n=63) across two groups experiencing the novel PBL adoption (surveys on PBL learning experience, practitioner and internal peer reviewer field notes and memos & in-class videos) (Charmaz, 2006). Constant comparisons of qualitative data and refinement of the emerging analytic categories were triangulated across reiterated spirals (Bryant & Charmaz, 2007; Glaser & Strauss, 1967).

Results
Findings from the two phases of action research showed that the PBL problem design and scaffolds played significant roles in facilitating the adoption of the PBL business English curriculum for vocational education learners. In phase I, three-level analytical coding categories were established (core themes: PBL curriculum design, PBL scaffolds and PBL learning outcome), which guided the revisions of the PBL design in the second phase. These revisions included reducing the lexical difficulty level of the PBL problem statement, relevance to real-life situation and reducing complexity of problem design. Based on reflections and adjustments on facilitations provided in the first spiral, soft scaffolds were tailored to adapt learners’ learning practice in the second iteration, such as more in-time soft scaffolds (e.g., in-time feedback for mock interview or resume formats) or hard scaffolds (e.g., classroom setting design: round table to facilitate face-to-face discussion). Figure 2 follows a reflective stance situating in the multiple standpoints of external social and situational factors (discipline features & learning context), and internal conditions (characteristics of learners: academic level of participants & familiarity with PBL).

Scholarly significance
Through participatory action research approach, PBL design was reexamined in order to adapt to vocational business English learners. These adaptations also provide a practical framework on PBL implementations in China.

Author

• DongJing Han, The Hong Kong Polytechnic University