TUTORSHIP AND STUDENT AUTONOMY IN TEAMWORK AND PROBLEM-SOLVING IN LSP TEACHING

Abstract

One aim of using a problem-based approach to teaching Languages for Specific Purposes/English for Specific Purposes (LSP/ESP) is to develop students’ autonomous learning while solving professionally relevant problems in teams. With this in mind, this qualitative study investigated the influence of two kinds of tutor guidance – constant tutor guidance and tutor guidance upon request – on students’ autonomous learning and self-guidance. Our sample included two sets or groups of students, divided into smaller teams, in a higher education institution in Slovenia. Teams in Group A (tutor-guided teams) received tutor assistance during the whole learning process and one year earlier had also acquired theoretical knowledge concerning teamwork in the ESP (Business English) course. Teams in Group B were in contrast self-guided, receiving tutor assistance only upon request, and received no theoretical knowledge concerning teamwork in the ESP course. Basic information concerning the PBL (Problem-Based Learning) method was given to teams in both groups. The data were collected by means of questionnaires and interviews. The results show that opportunities for creative teamwork and quality (almost autonomous) problem-solving emerged in certain teams in each group. However, continuous tutor observation and support contributed to a better result. It was also established that the success or appropriateness of a self-guided process depended on factors like the quality of teamwork and problem-solving, leadership within the teams, students’ competences, shared values and goals, and the team members’ enthusiasm and commitment.