Adapting problem-based learning (PBL) for English instruction among non-linguistic students in Kazakhstan

Abstract

This article explores the adaptation of Problem-Based Learning (PBL) for English instruction among non-linguistic students in Kazakhstan. Based on a theoretical-analytical approach and a qualitative review of publicly available course syllabi, the study identifies key limitations of current practice, including form-focused instruction and limited professional integration. In response, a context-sensitive PBL framework is proposed, incorporating linguistic scaffolding, professional relevance and assessment alignment. The article argues that adapted PBL can enhance communicative competence and strengthen the professional orientation of English language education in Kazakhstani higher education.