Research on a PBL-based ESP teaching-learning model for engineering students

This study presents the application of Problem-Based Learning (PBL) in an English for Specific Purposes (ESP) course designed for fourth-year electronics engineering students, aiming to equip them for the job market. The research addresses how to structure job-related engineering English instruction through a PBL-based ESP class, students’ perceptions of this course, and favorable directions for its future advancement. Data for the study were collected and analyzed through methods including initial surveys, pre- and post-course surveys conducted within the PBL class, in-depth individual interviews, final surveys, and reflective notes written by students. These approaches provided a comprehensive insight into learners’ perceptions and experiences within the implemented PBL-based engineering English ESP teachinglearning model. The results are expected to serve as a foundation for ESP curriculum design and development research, benefiting educators and researchers interested in this field, both in higher education and English language teaching. The significance of this study is especially important, considering the limited research in Korea on engineering English, particularly in PBL-based ESP classes, which have gained prominence recently. Additionally, this study underscores the importance of using PBL as a student-centered pedagogy in ESP education, fostering enhanced student engagement, problem-solving abilities, collaborative learning, and self-directed education.