Problem-Based Language Learning

This chapter will provide a review of the research on Project-Based Learning (PBL) and then synthesize the research studies of its implementation on Second and Foreign Language Learning, which is called Problem-Based Language Learning (PBLL).

Despite its long history, PBL has been getting more and more popular in recent years. While PBL is implemented in a diversity of domains and disciplines, what interests me most is how I can use it when teaching English as a foreign language in Taiwan to learners ranging from K-12 to adult. Therefore, in this chapter, learner’s age is not a concern. Rather, the focus will be on practical observations, strategies and suggestions that enable practitioners and teachers like me to use PBLL immediately without experiencing trial and error.
Moreover, even though practical steps and case study are valuable, it is essential that we as teachers know the supporting theories and findings from research. Only in this way can we better understand our students, teaching method and teaching environment and therefore use PBLL to its fullest.

Chapter Scope:


  1. Definition of PBL
  2. Theoretical foundations for PBL
  3. Features of PBL
  4. Implementing Steps
  5. Exemplification of Classroom Project and Models
  6. Benefits
  7. Challenges and Solution
  8. Summary


  1. Origin of PBLL
  2. Definition of PBLL
  3. Theoretical foundations for PBLL
  4. Case Study and Models
  5. Benefits
  6. Limitation and Suggestion
  7. Summary

III. Conclusion

IV. References