Language Lecturers’ Awareness on Cooperative Problem-based Learning (CPBL) Method
Language lecturers have utilised various methods in enhancing students’ competency in preparing them for the working world. Nevertheless, the outcomes are consistently mediocre and indistinguishable from the quality of their peers’ works. Cooperative Problem-based Learning (CPBL) is a combination of cooperative learning (CL) and problem-based learning (PBL) and has shown to improve the problem-solving skills among students. Moreover, CPBL trains students to work together with people of different background and instils positive values of teamwork. This has resulted students to become better learners from the CPBL experience, and it is believed that CPBL is able to assist students in the language classroom to prepare them of the working challenges. The essence of implementing CPBL in class fits with the demand of producing better graduates of the future. As CPBL has never been implemented in the language classroom, pilot study on the language lecturers’ awareness is needed to proceed with its execution. Thus, this paper investigates the awareness among language lecturers on the CPBL approach and their willingness to incorporate CPBL in the language lessons. Interviews were conducted among language lecturers to find out their understanding and perceptions towards CPBL approach. The findings of this study revealed that the language lecturers are still using traditional method of teaching in the classroom and their awareness towards CPBL is divided between cooperative learning or problem-based learning. They are uncertain of both combinations in CPBL approach, but are willing to try CPBL if it has been proven to be effective in the language classroom.
Keyword: Cooperative Learning, CPBL method, Language Learning, Problem-based Learning, Teaching pedagogy