<p>This study aims to connect problem-based learning with the problematic aspects during English lessons in school. In this way, suggestions for solutions to these problems could be generated. The study took place at an upper secondary school located in the middle regions of Sweden. In this school six unstructured observations were done during the English lessons in order to locate the problematic aspects. The students who participated in this study were in the ages of sixteen to eighteen years old. The theoretical framework was based on literature on problem-based learning and learning in general. The essential features of problem-based learning have been summarized and connected with the problematic aspects and classroom activities from the observations. In this way, it has been possible to come up with suggestions for solutions to some problems, such as unwillingness to speak and lack of motivation among students. The conclusions in this essay are that the problematic aspects dealt with features, such as unwillingness to speak as well as that the students did not understand the learning materials and that the teacher was not supportive. The solutions for these problems dealt mostly with triggering motivation by presenting problem-solving tasks, working with interaction and metacognition and planning the tasks in accordance with the students’ zone of proximal development. Furthermore, the teacher should work as a guide in the classroom to help the students along the way. The students should also receive positive and constructive feedback from the teacher, which will improve the learning among the students.</p>

This study aims to connect problem-based learning with the problematic aspects during English lessons in school. In this way, suggestions for solutions to these problems could be generated. The study took place at an upper secondary school located in the middle regions of Sweden. In this school six unstructured observations were done during the English lessons in order to locate the problematic aspects. The students who participated in this study were in the ages of sixteen to eighteen years old. The theoretical framework was based on literature on problem-based learning and learning in general. The essential features of problem-based learning have been summarized and connected with the problematic aspects and classroom activities from the observations. In this way, it has been possible to come up with suggestions for solutions to some problems, such as unwillingness to speak and lack of motivation among students. The conclusions in this essay are that the problematic aspects dealt with features, such as unwillingness to speak as well as that the students did not understand the learning materials and that the teacher was not supportive. The solutions for these problems dealt mostly with triggering motivation by presenting problem-solving tasks, working with interaction and metacognition and planning the tasks in accordance with the students’ zone of proximal development. Furthermore, the teacher should work as a guide in the classroom to help the students along the way. The students should also receive positive and constructive feedback from the teacher, which will improve the learning among the students.