Implementing Case-Based Learning in English Language Teaching: An Exploratory Action Research in an ESP Context

DOI

10.2991/978-2-38476-579-9_6How to use a DOI?

Keywords

Mobile Learning Application; Vocational Students; English Proficiency

Abstract

Case-based learning, as an instructional method, encourages the development of critical thinking skills, problem-solving abilities, the application of theory in English for Specific Purposes learning, and the simulation of problem-solving in professional contexts. This study aims to implement and evaluate the application of case-based learning in the English 2 course at Politeknik Negeri Banjarmasin to improve the quality of learning in line with students’ needs. The research team employed a qualitative approach using exploratory action research, which involves the stages of exploration, action, and sharing, focusing on exploring problems, challenges, and potential learning strategies before moving to the systematic implementation phase. The research subjects consist of 78 students from three study programs (Geomatics and Surveying Engineering Technology, Accounting Information Systems, and Accounting). Data was collected using prepared instruments through observation for eight meetings, questionnaire responses, and reflective journals. The data analysis used in this study includes reflective analysis, identification of themes or patterns, utilization of data as a baseline, validation of findings through triangulation, and contextual and narrative interpretation. The findings demonstrate that the case-solving group activity effectively engaged students, enhanced collaboration, and encouraged peer learning. 96.2% of the students stated that they were able to follow the instruction, with 43.6% feeling very satisfied and 55.1% satisfied with the results. However, there were still many students who faced minimal difficulties in reading and writing tasks, while speaking and presentation skills require further reinforcement. The implementation of case-solving group tasks in English 2 is proved to support collaborative learning and task-based language teaching principles, fostering students’ engagement, critical thinking, and reflective skills. However, challenges in oral presentation and unequal participation highlight the need for structured speaking practice, vocabulary support, and clearer role assignment in future implementation.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Rizky Amelia
AU  - Nurhidayati Nurhidayati
AU  - Noor Aina Herliana
AU  - Nurfitriah Nurfitriah
AU  - Nisa Mahbubah
PY  - 2026
DA  - 2026/05/21
TI  - Implementing Case-Based Learning in English Language Teaching: An Exploratory Action Research in an ESP Context
BT  - Proceedings of the 7th International Conference on Education and Social Sciences (ICESS 2025)
PB  - Atlantis Press
SP  - 57
EP  - 75
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-579-9_6
DO  - 10.2991/978-2-38476-579-9_6
ID  - Amelia2026
ER  -