CC BY
2УДК 378.14
CASE BASED LEARNING IN ESP TEACHING
KUTPANOVA ALFIYA ADILBEKOVNA
Senior Lecturer, Liberal Arts Department, Narxoz University, Almaty, Kazakhstan
ZHUSSUPBEKOV ABAY ALIKHANOVICH
MSc., Senior Lecturer, Department of Foreign Language Education Methodology, Kazakh Ablai Khan University of International Relations and World Languages
Almaty, Kazakhstan
Abstract: Case-based learning (CBL) is a teaching method where students solve real-world problems in their field of study, helping them develop critical thinking and problem-solving skills. Originally used outside of language learning, CBL is now being applied in English for Specific Purposes (ESP). This article explores how CBL can be used in language teaching. CBL offers several benefits for language learners. It gives them opportunities to practice reading, speaking, listening and writing. Learners also encounter new vocabulary and grammar structures in a practical context, which can increase their motivation and participation in language learning. CBL can be adapted for students of all levels. There are, however, some important considerations when using CBL in ESP classrooms. These include the type of case study used, the specific steps involved in implementing CBL and how student performance is assessed.
Keywords: Case-based learning (CBL), English for Specific Purposes (ESP), language skills, сase studies, cognitive skills, real-world scenarios.
INTRODUCTION
Basta stated [1, p. 553-556] that students collaborate in teams to analyze a case and develop solutions while receiving essential guidance from the instructor, who provides indispensable information about the issue at hand. In case-based learning, students are presented with a problem along with relevant background information. Additionally, supplementary data, such as diagrams, tables, charts, and graphs, are often provided to aid students in devising the most effective solution to the presented problem. This statement outlines the process and resources involved in case-based learning. It suggests that in this approach, students receive crucial information from the instructor regarding a specific issue or problem. This information includes background context to help students understand the problem better. Additionally, students are given supplementary materials such as diagrams, tables, and graphs to further elucidate the situation. All of these resources are provided to assist students in formulating the most effective solution to the problem at hand. Essentially, case-based learning involves presenting students with a real-world scenario, equipping them with the necessary information and tools, and guiding them to develop solutions through critical analysis and problem-solving.
Hou emphasized that case-based learning empowers students to take control of their own learning process [4, p. 95]. This approach enables students to independently acquire, organize, and evaluate substantial case-related information through self-directed learning prior to class. Subsequently, students take the lead in classroom discussions, where they exchange information, ideas, and problem-solving strategies, contributing to collaborative problem-solving within the classroom setting.
There are numerous benefits associated with the adoption of case-based learning. According to Lombardi, this approach offers students genuine scenarios in which they can explore and apply various behaviors and information, thereby enhancing the transfer of learning. Engaging in analysis and discussion of different solutions enables students to gain a deeper understanding of complex issues, as noted by Lombardi [5, p. 29-35]. Additionally, group discussions aimed at finding solutions
and making decisions facilitate the development of higher-order cognitive skills, as highlighted by Bonney [2, p. 21-28]. This progression extends beyond mere recall of knowledge to encompass analysis, evaluation, and application, aligning with the upper levels of Bloom's taxonomy of cognitive learning. Nkhoma [8, p. 85-93] corroborates this idea, examining the significance of crafting case-based learning tasks grounded in Bloom's Taxonomy of cognitive skills. According to Nkhoma [8, p. 85-93], case-based learning tasks encompass three tiers of Bloom's cognitive domain: analysis, evaluation, and creation. These tiers are interconnected, with the application of knowledge fostering proficiency in case analysis, which in turn enhances evaluative judgment, leading to improved skills in generating creative solutions.
Cases provide real-world contexts for language use, allowing learners to see how language is used in authentic situations. This enhances comprehension and retention compared to abstract language exercises. Cases often present learners with problems or dilemmas to solve using the target language. This encourages critical thinking and problem-solving skills while also reinforcing language learning. Learners are actively engaged in analyzing and discussing cases, promoting participation and interaction in the language. This active engagement fosters deeper understanding and better language acquisition. Cases include authentic materials such as articles, videos, or interviews in the target language, exposing learners to real-life language usage and cultural nuances. This helps learners develop language skills that are relevant and applicable in real-world situations. Cases integrate various language skills such as reading, writing, speaking, and listening in a meaningful way. This provides a holistic approach to language learning and allows learners to practice using the language in different contexts. Cases can be tailored to learners' interests, backgrounds, and proficiency levels. This makes the learning experience more relevant and motivating for learners, as they can engage with content that is meaningful to them. Case-based learning is effective in foreign language teaching because it provides learners with authentic, engaging and meaningful opportunities to practice and develop their language skills in real-world contexts. It encourages active engagement, critical thinking, and problem-solving skills while also incorporating authentic materials and integrating various language skills. While originally intended for fields beyond linguistics, case-based learning has increasingly found application in English for Specific Purposes (ESP), Business English as it is perceived as a more efficacious and engaging pedagogical approach according to Basta [1, p. 553-556]. Additionally, Roell [7, p. 15-23] contends that case studies can be customized to accommodate various language proficiency levels and instructional contexts, such as ESP or content-based learning, which integrates language acquisition with subject matter study.
In teaching ESP and Business English CBL allows learners to engage with authentic cases and scenarios relevant to their specific fields or industries. This enhances the relevance of language learning by directly applying language skills to real-world professional contexts. CBL integrates language learning with subject-specific content, such as business concepts, industry terminology, and communication strategies. This interdisciplinary approach enables learners to develop both language proficiency and subject-specific knowledge simultaneously. CBL presents learners with real-world problems or challenges to solve using the target language. This promotes critical thinking, analytical skills and problem-solving abilities, which are essential in professional settings. CBL provides opportunities for learners to practice authentic communication skills, such as negotiating, presenting and discussing business issues. Learners engage in meaningful language use within the context of realistic business scenarios. Additionally, CBL often involves collaborative group work, where learners collaborate to analyze cases, generate solutions and make decisions. This promotes teamwork, communication and interpersonal skills, which are crucial in professional environments. CBL exposes learners to professional vocabulary, discourse patterns and communication styles used in their specific fields or industries. This enhances learners' ability to communicate effectively and professionally within their professional contexts. CBL is inherently motivating as it offers learners opportunities to apply language skills to real-world problems and scenarios. The practical relevance of the cases and the active, participatory nature of the learning process increase learner engagement and motivation. Overall, the effectiveness of CBL in ESP lies in its ability to provide relevant,
integrated and authentic language learning experiences tailored to learners' specific professional needs and contexts.
RESEARCH METHODS
To evaluate the efficacy of case study technologies in teaching foreign languages, an examination of existing literature and research was undertaken. The methodology encompassed scouring academic databases like PubMed, ERIC and Google Scholar for articles published in peer-reviewed journals. Selection criteria for studies comprised relevance to the subject matter, empirical demonstration of case study technology use in foreign language education, accessibility of outcomes pertaining to learning, student engagement, pedagogical efficacy. The article was written using case study analysis and survey. Survey and case analysis are particularly well-suited for exploratory research, allowing to uncover patterns and insights related to the use of case study technologies in foreign language teaching. These methods facilitate a deeper exploration of the research topic and can generate hypotheses for further investigation. The use of survey and case analysis is justified by their ability to provide in-depth, contextualized insights, enhance the validity of findings and engage participants in the research process. The survey instrument consisted of two parts. The first part included demographic information (field of study) and a question about prior experience with CBL. The second part used a 5-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree) to assess student agreement with eight statements related to learning outcomes (4 statements) and engagement/motivation (4 statements) during CBL activities. An open-ended question invited participants to share any challenges faced with CBL and additional feedback. A total of 25 students participated in the survey, representing various fields of study (e.g., Business, Social Sciences).
FINDINGS AND DISCUSSION
In general English, English for Specific Purposes (ESP) and Business English contexts, case studies can be adapted to focus on language learning and communication within specific domains. Here are some types of case studies commonly used in these contexts. Language skills development case studies focus on the development of language skills, such as reading, writing, listening, and speaking, within general English or ESP contexts. They may explore strategies for improving language proficiency, overcoming language barriers or enhancing communication effectiveness in various situations. Needs analysis case studies in ESP contexts involve identifying the language needs and communication requirements of specific learner groups within their professional field. These case studies help educators tailor language courses and materials to meet the specific needs and goals of learners in diverse fields. Materials development case studies in ESP involve creating authentic and contextually relevant teaching materials for language learners in specialized fields. These materials may include textbooks, articles, audiovisual resources, simulations, and interactive exercises that reflect the language and communication demands of learners' target domains. Business case studies examine real-world business scenarios, challenges, and opportunities faced by organizations and professionals. Learners analyze case studies to develop critical thinking skills, problem-solving abilities, and decision-making strategies relevant to business contexts. These case studies often incorporate language learning objectives alongside business content.
By incorporating case studies into English language teaching and ESP instruction, educators can provide learners with authentic and engaging learning experiences that bridge language learning with real-world applications in various professional and academic domains.
The average scores on the Likert scale questions indicated positive student perceptions of CBL effectiveness. Statements related to learning outcomes received an average score between 3.8 and 4.2, with agreement that CBL activities helped them understand concepts better (average score = 4.0) and apply knowledge to real-world situations (average score = 3.9). Similarly, statements on engagement and motivation showed positive responses, with averages between 3.7 and 4.1. Students agreed that CBL activities were more engaging than lectures (average score = 3.8) and fostered a positive learning environment (average score = 4.1). Analysis of the open-ended responses revealed that some students found initial difficulty adjusting to CBL if they were accustomed to traditional lecture-based learning. However, many participants reported that CBL activities became more
engaging and stimulating over time. Several students appreciated the opportunity to collaborate with peers and discuss different perspectives on the cases.
DISCUSSION
The survey findings align with existing research on the potential benefits of CBL. Students perceive CBL as an effective tool for enhancing their understanding of course material and its application in real-world scenarios. This corresponds with previous studies highlighting the strength of CBL in developing knowledge application and critical thinking skills.
Positive responses regarding engagement and motivation suggest that CBL can create a more dynamic and interactive learning environment compared to traditional methods. This aligns with research indicating that CBL activities can increase student motivation and participation.
It's important to note that the survey also captured some challenges through open-ended responses. Some students mentioned initial difficulty adjusting to CBL, particularly those accustomed to traditional lecture-based learning. These findings resonate with limitations mentioned in previous research. Studies suggest that successful CBL implementation requires proper teacher training and scaffolding to support students during the initial stages.
Overall, the survey findings provide valuable insights into student perceptions of CBL effectiveness. The results support the potential of CBL to enhance learning outcomes, foster engagement, and create a more positive learning environment. This study is limited by the fact that the survey relied on self-reported perceptions. Additionally, the online survey format might have limited participation from students who prefer paper-based surveys.
CONCLUSION
This survey investigated student perceptions of case-based learning (CBL) effectiveness in promoting learning outcomes and engagement. The findings indicate positive student experiences with CBL. Students reported that CBL activities helped them achieve key learning objectives, such as understanding complex concepts and applying knowledge to real-world situations. Additionally, students perceived CBL to be a more engaging and motivating learning experience compared to traditional methods. These results support the continued exploration and implementation of CBL in various educational contexts. While some students mentioned initial adjustment challenges, these findings align with existing research highlighting the importance of proper teacher training and support structures for successful CBL implementation. Future research can explore long-term learning outcomes associated with CBL and investigate strategies to further optimize its effectiveness in diverse learning environment.
ЛИТЕРАТУРА
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