Employing Problem Based Learning System in Advancing Communication Skills Proficiency in Professional Communication for Engineering Undergraduates

Problem Based Learning is a Teaching-Learning Methodology, which has been employed fruitfully to enhance learning in diverse situations and at numerous levels around the world. It has been proved by some studies, it’s worth as an effective learning technique in learning different courses including effective language skills in English. PBL can augment the learners’ proficiency in effective professional communication skills and lessen their complications for communication. The purpose of the research is to identify if, Problem Based Learning can be applied, to enrich professional communication skills in English while concurrently nurturing the development of Content Knowledge, Problem-Solving, Critical Thinking, Collaboration, and Self- Directed learning skills. This paper reports some of the findings of the study conducted on the use of Problem Based Learning, in the PDBS class on enhancing Professional English Language Communication Skills at Vidya Jyothi Institute of Technology an Engineering College. It was a descriptive study conducted in Vidya Jyothi Institute of Technology college for the third year Electronics and Communication Engineering (ECE) students. The experimental group of the study includes 64 students of section-C of the third year ECE, involved in learning through PBL and 64 students of section-D students of the same third year ECE as the non-experimental group, here both the sections were taking the Personality Development & Behavioral Skills (PDBS) Course in English. The Data was collected through a questionnaire answered by the students of both the sections C&D of III-ECE. The study found that students were well aware of the methodology of PBL, further the students also enjoyed learning in the procedure implemented through Problem Based Learning. The study concluded with a comprehensive application of PBL in the use of this technique with the experimental group and its positive outcome in the development of effective communication skills, critical thinking and effective presentation of their ideas in comparison to the nonexperimental group where the students had an awareness of the PBL methodology of teaching and learning. The limitations of the study and suggestions for further research are offered at the end of the paper.