Exploring The Effectiveness Of Problem-based Learning In Improving English For Specific Purposes (esp) Proficiency: The Case Of Eap Students

Abstract

This study investigates the application, relevance, and impact of Problem-Based Learning in the context of English Language Teaching. By adopting a mixed-methods approach, this study synthesizes the insights obtained from the classroom experiences of the teacher-researcher with a comprehensive review of the relevant literature. Conducted over two semesters with a total of approximately 200 students (about 100 students per semester), the study investigates how PBL engages English for Academic Purposes (EAP) learners by immersing them in authentic, real-world problems. A key issue addressed in this study is how to effectively integrate PBL into ELT to maximize learner engagement, autonomy, and critical thinking, particularly in interdisciplinary contexts like English for physics students. This is a central challenge for the educator seeking to promote deeper learning and transferable skills among EAP students. The findings indicate that the PBL approach is effective in fostering learner autonomy and responsibility, where learners take an active part in directing their learning. This approach will encourage learners to reflect and think in a critical way, which will foster lifelong learning skills. This research outlines the transformative effect of PBL on the cognitive and metacognitive abilities of learners, especially in interdisciplinary contexts such as an English course for physics students. Moreover, this study will also demonstrate some practical strategies for effective PBL in ELT classrooms. The major recommendations are that students should be allowed to choose their own groups, students should be given timely and constructive feedback, and students should be encouraged to use reflective journals for deeper learning and self-evaluation.