This book investigates how problem-based learning can be implemented in language classes and
how it can bring about a change in language learners' understanding of the foreign language.
Based on empirical evidence it provides readers with the theoretical background of this
interdisciplinary approach in education discusses the challenges that language teachers might
encounter while implementing this approach in language classes and offers procedures for
employing the method. It also clarifies the difference between collaborative learning and
problem-based learning in which certain dynamics are at work. It is of interest to researchers
and instructors in cognitive learning task-based language teaching and content-focused
courses.
