VIETNAMESE EFL INSTRUCTORS’ PERCEPTIONS OF CASE-BASED LEARNING IN A COMMUNICATION COURSE

Thuy Tran, Diem Thai

Abstract


This article presents a qualitative research study that aims to evaluate the use of the case-based learning (CBL) method in an English communication course at a Vietnamese university from the perspective of instructors. The study collected data from three instructors who tried the CBL method in a communication course. The findings show that the instructors perceived CBL as an effective pedagogical method that enhances involvement, critical thinking, problem-solving, and communication skills among students. The instructors also reported that CBL contributed to the development of the students' confidence and motivation in communicating with others in English as well as their intercultural competence. However, the study highlights several challenges in using this method, including the amount of time and effort required to create appropriate scenarios, potential limitations in students' language proficiency, and the need for ongoing support for instructors to facilitate this method effectively. The study suggests that CBL is an effective approach to teaching English communication courses and recommends further support and resources for instructors to implement this approach successfully.

 

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Keywords


case-based learning, critical thinking, communication course, EFL students

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References


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DOI: http://dx.doi.org/10.46827/ejals.v6i1.429

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