VIETTESOL INTERNATIONAL CONVENTION 2025

Problem-based learning is a well-established approach, originating in medical education in 1960s but continues to be an innovative method across various subjects including legal education and English language learning. This teaching method is highly relevant in legal English classes where students need to apply knowledge and skills to solve legal problems. This study aims to explore the effects of using problem-based learning in legal English classes at Hanoi Law University. It employs a mixed method of data collection: quantitative and qualitative data by way of a survey questionnaire and semi-structured interview. Two classes of third-year English majors, totalling 65 students, participated in the study. Eight students were randomly selected to partake in the interviews with the researcher. The results reveal significant positive impacts of the problem-based learning technique on language acquisition, skills development, teamwork skills and affective factors. Notable findings include increased understanding and retention of legal terms, widened domain knowledge, enhanced speaking skills, improved autonomous and self-directed learning and accountability in learning and motivation and confidence in public speaking. However, certain challenges persist, encompassing the limited legal vocabulary for effective communication, lack of constructive feedback from peers and untimely feedback from instructor, L1 use and off-task talk. Pedagogical recommendations for teachers and students are made correspondingly and suggestions for further research are also addressed.