Abstract

The relationship between feeling and understanding is vital to learning, as what we feel about concerns what we learn. Thus, understanding how learners' make meaning of a learning experience is crucial. It needs to be uncovered specifically to assist language practitioners facilitate learning. This article discusses learners' 'meaning making' of their Problem-Based Learning (PBL) experiences in a Business English Course (BEC). In this qualitative study, a phenomenographic research methodology was employed. The research participants were eight first year undergraduates from a Malaysian public university. The data was collected through interviews and observations. The interviews were recorded, transcribed and coded into categories using thematic analysis. The observation notes acted as triangulation as well as additional data in the interpretation phase. The findings demonstrated the unique experiences of the research participants in experiencing PBL for the first time and the 'meaning making' of what PBL is for them as learners. The learners' PBL experience was considered essential for practitioners to establish a link between what they perceive and the actual experiences from the learners in order to aid the practitioners in developing a conducive learning environment.