Towards a pedagogical model for implementing problem-based learning in business English education in China : a participatory action research approach

Abstract

An expanding body of literature indicates that conventional lecture-based instructional methods are inadequate for tertiary-level Business English education. Instead, there is a recognized need to integrate inquiry-oriented learning approaches, such as problem-based learning (PBL), into the curriculum and pedagogy. This participatory action research study seeks to develop a PBL pedagogic model that addresses the challenges of implementing PBL in a Business English course within China’s vocational education system. The study also aims to derive a set of principles to underpin the developed PBL model. A total of 64 Business English graduates from two intact classes took part in the study. Data were gathered from various sources, including students’ self-reflective reports, peer reviews, facilitator’s field notes, and in-class videos. Thematic analysis was conducted, and the emerging analytical categories were refined through constant comparisons. Furthermore, the designed and refined PBL model underwent in-class video analysis, with a specific focus on a group of nine students. To adapt to the Business English curriculum design, the One-Week One-Problem (OWOP) model was first developed and implemented, with reflections primarily centred on problem design and facilitation. Refinements to the OWOP model were proposed through thematic analysis, incorporating three new components: interactive peer review, individual learning, and dual validation. The 3As conceptual principle was formulated and developed to guide problem design and provide a framework for implementing scaffolding in the OWOP model in local educational settings, emphasizing authenticity, apparentness, and appropriateness. This research contributes to the existing research by showcasing the viability of PBL and modelling how the application of social constructivist-oriented learning theories facilitates its practice within the context of Business English education in China. The OWOP model, derived from local PBL classroom experiences, emerges as a valuable reference for PBL practitioners at the vocational school level due to its contextual appropriateness, practicality, and adaptability. It offers guidance on tailoring problem design and scaffolding to suit students with lower academic performance and classes with large numbers of students in the field of Business English education in China.