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Model of Emancipation of Spoken English in a Multicultural Context: the Problem-based Learning Case Study of International Studies Centre in Kaunas University of Technology

Dr. Nijole Ciuciulkiene, dr. Liuda Siauciukeniene

Kaunas University of Technology, Lithuania

Paper presented at the European Conference on Educational Research, University College Dublin, 7-10 September 2005 Abstract. Being the member of the European Union resulted in a lot of political, economical and social changes that influence the life of Lithuanian society. The major and the most evident transformation is the rapid formation of multicultural communities in different political, religious and educational institutions of Lithuania. Their successful functioning is preconditioned by the understanding of democratic social principles of existence and the level of fluent communication a foreign language, in most cases English. The intention to participate in the democratic discussion is especially stimulated when students face problem context, and are responsible to solve the problem successfully. In this case the paradigm of problem- based learning (further PBL) is getting more and more important. Thus, the main scientific issue of the presented research paper concentrates on the research of the PBL educational possibilities while developing the emancipated spoken English in a multicultural context. The research design consists of preparatory content analysis revealing learning English priorities of a multicultural (multinational) group and the nine-staged PBL case-based study of International Studies Centre in Kaunas University of Technology. The group consisting of the students from Russia, Palestine, Italy, and Lithuania (n=15) was peculiar for its multicultural climate and different command of the Spoken English. The analysis of students' reflective records (n=344) , performed according the phenomenographic methodological principles, supports the position stating that PBL model helps the students of different cultures to adapt to the multicultural learning environment. Key words: emancipation, multicultural context, emancipated spoken English, problem based learning.

Introduction The globalization, economical internationalization became the inevitable reality to the postmodern personality that has to learn to live in a multicultural, multiethnic society, which can be defined as the society of “shared culture” (Hargreaves, 1999). Learning to live in the “shared culture” lays a special stress on education and its mission: to equip young people with the tools helping them to become integrated to the fullest possible extent in a society which has become multicultural by virtue of the realities. One of such tools is the good command of the English language, enabling young people to manage the problems of present day democratic socialization and employability. The management of different problems and their solution should be argued and discussed among the members of the group. Each member should present his\her own original personal solution for the group consideration and evaluation. Such communicatively active learning context points to PBL which opens the wide range of possibilities to develop speaking proficiency. From this context there comes out the key research problem: what kind of PBL model could provide the conditions for the development of flexible, spontaneous, fluent oral verbal communication in English while teaching in a multicultural context? The PBL was researched by H. S. Barrows (1985), D. Boud (1985), G. Felletti (1997) who stressed the importance of PBL in medical professional training; D. Woods (1994) emphasized the PBL structure stimulating students’ activity and better understanding of their professional mission. M.Savin – Baden (2000) characterizing the PBL as the emancipatory process pointed out the importance of gained experience of reflection, purposeful, flexible communication, creation of one’s personal voice in the process of the PBL. In such context there arises the main aim of the article: to present, reason and check the PBL model possibilities while developing the proficient usage of oral English. Key research objectives of the article are:  while interpreting the contemporary concepts of multicultural education, emancipation, proficient (emancipated) spoken English and PBL to present the theoretical premises for the PBL model which would function in a multicultural context and emancipate spoken English;  to analyze the data of the PBL model scientific research. The development of the research problem and objectives is based on the following theoretical and methodological concepts:  Woods’ (1994), Barrows’ (1985), Felletti’s (1997), Savin – Baden’s (2000) ideas, arguing that PBL is a learning process expressed by verbal communication;  James A. Banks’ (1989) characteristics of multicultural education;

1  J.Habermass (1989) theory of emancipation pointing out its main elements such as value based human rationality and moral argumentative practice;  phenomenographic methodological concept of perceived experience, expressed by different categories (Marton, 1986). Research methods, presented in the article are: 1) analysis of scientific literature; 2) case-based study of PBL realization in Kaunas University of Technology International Studies Center; 3) questionnaire survey of the open-ended questions performed in order to manifest students’ attitudes on their primary experience of the PBL, their new understanding of their learning process, the development of their new necessary skills, special attention being laid on communicative skills, acquired learning methods and received results; 4) content analysis of students’ presentations carried out in order to perform the categorization of the expression of students’ experience which reveals the final result the emancipation of speaking English. The article consists of two parts: the first part deals with the analysis of the theoretical premises of the creating the emancipatory PBL model and its research design, the second part presents the interpretation of the research results.

1. Theoretical reasoning of the PBL model and its research design The creation of the PBL model and its research design consists of the following parts: interpretation of the main theoretical concepts, analysis of educational priorities of a multinational group, description of the case based study of the International Studies Centre (ISC) of Kaunas University of Technology (KTU) and the discussion of the research results.

Figure 1 Research design The main aim of concept analysis and interpretation is to clarify the interrelating points of the content of main concepts which would serve as a theoretical basis for the analysis of the educational priorities of a multinational group. After clarifying the main educational priorities of a multinational group the case based study of ISC (KTU) is designed. The whole research is performed in the context of a qualitative research paradigm. As Lithuanian education is meeting the challenges of European dimension such as teaching/learning in the new multicultural context, the authors of this article try to create and research a learning model which would function in a multinational classroom developing professional knowledge together with the understanding of democracy revealed with the help of communicative skills. For this reason a special stress is laid on the interpretation of the concept definitions of the multicultural/multiethnic education, emancipation, emancipated communication in spoken English, and problem-based learning.

2 Lithuania as a member of European Union has opened the door for the students from all over the world. The International Studies Centre (ISC) of Kaunas University of Technology (KTU) is one of such institutions which facing the globalization context tries to satisfy the educational needs of the students from different cultures. For this reason the analysis of the multicultural education concept while pointing out its multiethnic aspect becomes one of the research priorities of ISC teaching staff. According to James A. Banks (1989), multicultural education is an idea stating that all students, regardless of the groups to which they belong, such as those related to gender, ethnicity, race, culture, social class, religion or exceptionality, should be free to experience educational equality in the schools, colleges, universities. As Lithuania step by step is turning into a multinational society, consisting of a shared core (macro) culture and many subcultures (micro cultures), development of tolerance to ethnic diversity becomes of primary importance. It is natural that each traditional or recent ethnic minority has its values, norms and characteristics that are frequently interpreted and expressed differently within the context of core national culture. These differences often lead to cultural misunderstandings because students who are the members of certain cultural, religious and ethnic groups have to act and think differently at the university and at home. For this reason the multicultural education, while stressing multiethnic aspect, strives to help students from diverse ethnic groups mediate between their home and community cultures and the university culture. Students should acquire the knowledge, attitudes and skills to function effectively in each cultural setting. They should also become emancipated in order to function within and across other micro cultures in their society, within the national macroculture and within the world community. The interpretation of ‘emancipation’ concept may start with antique Roman understanding of personal legal liberation and finishing with the modern definition of the emancipation concept, presented by J. Habermas (1989), who while defining ‘emancipation’ concept, based a theory of communicative action as the means of personal liberation, the key idea of which is the aspect of communicative rationality, that enables a person to become open, critically minded, responsible, sociable. In other words, emancipation is possible only then, when a speaker experiences a personal change, evaluates it while reflecting the internal relationship between the intersubjective validity claims and the commitment to give and be receptive to arguments. As a result of the above mentioned communicative action, mutual understanding turns personal change into a moral, argumentative process with the implied priority of learning and discussion, highlighting emancipation as the process of human liberation, which, inspired by learning, provides the positive personal change expressed through the rational argumentative practice and moral attitudes towards the reality. The key words of the emancipation definition - personal change, self-evaluation, sharing of the experience – are the main highlights in the context of multicultural/multiethnic education. While participating in rational argumentative practice teachers and students assimilate some of the views, perspectives and ethos of each other as they interact.Teachers and students will be enriched by this process, and the academic achievement of students from diverse ethnic groups will be enhanced because of manysided cultural sharing and interaction. As the European dimension stresses the importance of the verbal communication not only in a native, bus also in a foreign tongue, the educators should seek for the more effective means and methods to develop the proficient foreign language usage stressing the student’s ability to communicate freely in a multicultural context. Following Vygostky’s (1978) theory of the interactive problem solving in collaboration with peers, it is very important to stress the function of PBL, which, being organized and presented in a communicative way, involves the exclusive use of alternative foreign language learning methods and environments, where students of different nationalities can cooperate and interact in pairs or larger groups that have not been shaped by teacher-centered, non-collaborative classrooms. PBL also stresses the idea that learners need to become aware of and accept responsibility not only for their learning process, but also of their peers making their foreign language learning authentic, meaningful and collaborative. Thus, PBL may be defined as a student-centered, orientated towards the learner’s intellect and experience process, during which the student, considering the received information, with the help of speaking defines and formulates problems, looks for common decision ways enhancing his/her harmonious development and higher quality of life.

3 The summary of the basic interpretations of the definitions are presented in table 1. Table 1 The basic interpretations of the definitions Concept Definition Key words Commentaries Multicultural An idea stating that all students, regardless of Ethnicity, freedom, Freedom and educational equality is education the groups to which they belong, such as those experience of educational realized in the context of democratic related to , ethnicity, gender, race, culture, equality discussion based on free, rational, social class, religion or exceptionality, should moral interaction. Because of the be free to experience educational equality in the multicultural nature of the group, all schools, colleges, universities. communicative activities are carried on in on legalized language without giving it any priorities. Emancipation Process of human liberation, which, inspired by Human liberation, sharing Learning enabled through sharing of learning, provides the positive personal change of the experience, learning, the experience is revealed in the expressed through the rational argumentative positive personal change, process of rational argumentative practice and moral attitudes towards the reality. rational argumentative practice the main element of which practice, moral attitudes is spoken communication towards the reality. Emancipated Free, rational, topic orientated, argumentative, Free, rational, Free, rational, argumentative, speaking stylistically, grammatically correct, true to the argumentative, correct, correct speaking is developed in the facts, rich in the usage of the expressional true to the facts.. learning environment, based on means and stylistic devices. democracy and tolerant attitudes towards discussion partners. Problem-based A student-centered, orientated towards the Learner’s intellect and PBL is realized in the process of learning learner’s intellect and experience learning experience, learning democratic discussion during which process, during which the student, considering process, free speaking, tolerant spoken interaction, ensuring the received information, with the help of freedom to define and problem solving and decision speaking is free to define and formulate formulate problems, making prevails. problems, look for common decision ways common decision ways, enhancing his/her harmonious development harmonious development, and higher quality of life. higher quality of life. As it is seen from the commentaries, the common element of all four basic concepts is speaking, revealing students‘ experience, knowledge thesaurus, problem solving and decision making skills, cultural differences and moral attitudes towards the reality. For this reason it is possible to state that PBL, based on speaking may serve as a theoretical premise for a model the main aim of which is to provide the conditions for the development of flexible, spontaneous, fluent oral verbal communication in English while teaching in a multicultural context. Graphically it may be presented as follows in Figure 2.

Figure 2 PBL as a joining context of main theoretical concepts

4 Theoretical premises stress the importance of active speaking while solving problems and making a decision. Still the multicultural and multinational context of the group might serve as a hindrance for free sharing of knowledge and experience. In order to avoid all possible misunderstandings that might appear because cultural, personal, linguistic differences, the students have written short reflective paragraphs while answering the following question: What are Your learning priorities for this academic year? Comment Your choice. 15 students from Russia, Palestine, Lithuania and Italy presented their reflections, which were analysed according the content analysis rules. There were revealed the priority tendencies (see table 2). Table 2 Summary of the basic learning priorities’ tendencies Tendency Evidence from the text Amount of quotations To acquire professional skills I want to become a good specialist 15 To improve English I will also try to polish my English 13 To gain different learning experience I expect to get acquainted with Lithuanian higher education 9 system and to get adapted to it. To get acquainted with different culture I always wanted to study in a different country 5 To make a career As I am quite sociable, perhaps I will make some career. 3 The total 45 As it is seen from the summary of reflections the major priorities are to acquire professional skills, to improve English, to gain different learning experience. For this reason because of PBL interactive nature, closeness to professional reality and variety of methods it is possible to form PBL model with the help of speaking English, through different learning methods would provide students with the necessary professional knowledge. Barrows (1985), Boud and Feletti (1997) state the broad areas of PBL differentiation: essential characteristics of PBL that comprises curricula organization around problems rather than disciplines, an integrated curriculum and an emphasis on cognitive skills; conditions that facilitated PBL such as small groups, tutorial instruction and active learning and outcomes that were facilitated by PBL such as the development of professional and communicative skills and independent learning motivation, together with the development of the ability to be lifelong learners (Savin-Baden, 2000, p.19-20). Problem based curriculum develops critical thinking skills and is orientated towards the learner’s intellect and experience; the small group tutorials, during which students share their knowledge, stress pupil-centeredness of the PBL; the main activity of the small group tutorial- discussion of the problems’ solutions-daily drilled usually results in a new level of the usage of the oral verbal communication. The PBL structure and its elements directly influence the learner’s experience in the PBL context. The contextually important elements of PBL i.e. interaction, problem situation, individual studies, problem solving and decision making form the PBL model while uniting these elements into a unique whole, stressing the main aspects of their content.

5 Detailed problem analysis, concept Frustration mapping Nr. 1 Barrier

Discussion of the main concepts

Emancipation of oral verbal Problem identification communication in English

The analysis of the lacking information. Presentation of the The analysis of problem Concept mapping Nr. 2 active material situation revealing the Educator main aspects of the learning material

Gathering of the information, the systhemizing speaking of the learning materials Mutual The formation of The analysis of the the main goals and information already interaction Preparation for the large group discussion. objectives possessed, further activity planning, Emancipation of oral verbal speaking differentiation of tasks communication in English

The project of the decision making The creation of The short reflection of speaking the learning the work performed. Student context

The presentation of the acquired information Emancipation of oral verbal communication in English

Sharing of the collected information during the discussion.

Decision making, the diagnosing of the used verbal communication level , comparing the rezults with the European Language competence portfolio Figure 3 The theoretical model of the PBL providing premises for the emancipation of the oral verbal communication in English

7 Model starts with mutual interaction between the educator and the student, during which the main learning objectives are discussed, the learning context is started to be created and main items of the active material are presented. Problem situation is basically connected with the clarifying of the active material items; it further develops the learning context, pointing out the requirements of the curriculum. It also creates the positive environment for the development of the cognitive language learning strategies. The small group discussion clarifies the learning activity perspective, points out the main learning methods, initiates the formation of the learner identity, which on its turn and influences learning relationship. It also enables the activating of the cognitive, communicative learning strategies. The PBL situation content should be true to life, flexible and provide the integrative learning conditions. The problem situation according Savin-Baden is the main factor that builds the frustrative barrier. It happens for several reasons: the first is the new learning experience, which lays more responsibility on the students; the second reason is the lack of social skills, and finally the most important reason for frustrative barrier is the lack of speaking skills, which block the sharing of the knowledge and information process. Thus, for the further learning perspective it is vitally important to clarify as much of the problem situation as possible. The larger the amount of the information discussed and clarified in the group, the more effective are the individual studies. Individual studies is the stage during which while collecting information PBL means, forms, methods and ways are presented in the context of new relationship between the facilitator and the student, based on mutual respect and understanding. Individual studies provide the formation of the deep learning context while studying different sources of the information. It also forms the informal learning environment, which presents the students possibility to discuss, to debate the most important issues in a friendly informal, uncontrolled by authority atmosphere. Individual studies encourage the individual learning, provides the great variety of informal learning forms. As it has been stated during the observation, students prefer to discuss the collected material in informal groups. Such meetings are especially effective because students communicate freely without any fear to receive a unsatisfactory evaluation. They also criticize the presented material and in this way prepare to debate and to stand for their own position. Thus, the individual studies may be considered as the starting point in the emancipation of speaking English. Problem solving discussion is the process based on close interaction between facilitator and the student, creating new enabling learning environment, which is further developed into the acquisition of the problem curriculum. The student analyses the problem situation, studies individually, brings new knowledge to the group, and participates in problem solving and decision-making. Decision making is the stage basically devoted to spoken communication and creativity emancipation. The most popular techniques of problem solving are brought to practice. These techniques inspire discussion, debating, negotiating activities during which the students speak actively, try to reach the consensus, responding to the majority of the group interests. The high level of interaction and socialization level of the above mentioned activities emancipate the personality and his/her abilities to communicate in the English language. All the time, the student actively speaks, uses all forms of speech acts, and actualizes the “successful ‘real’ talk. It is all brought to action with the help of verbal communication strategies and the prioritizing the contextually important elements of PBL process. The problem solving and decision making part is characterized by social language learning strategies The decision making process reveals the received result, expressed by the content quality of the decision itself , the progress of the language usage, which could be compared with the requirements of the European Language competence portfolio. The problem solving and decision making process enables students to demonstrate their abilities to study independently and to take the responsibility for their final learning results. The final results are presented during the discussion, the quality of which directly affects the evaluation. Students activate their problem solving strategies; actively stand for their decision project. As it was stated during the observation, the students demonstrate far higher ability to speak as they did during the small group discussion .The significant improvement of speaking English let us state that PBL provide the premises for the emancipation of oral verbal communication in English. The PBL model was researched according the methodology of phenomenographic categorization. Categories are revealed in the context of basic PBL characteristics and the criteria influencing the formation of the categories. 2. The case based study of PBL model emancipating speaking English The research methodological basis of PBL model, emancipating speaking English, is formed according the main characteristics of PBL that are revealed by Barrows & Felletti (1997), and Savin- Baden (2000). They point out the curriculum characteristics, activity characteristics and the characteristics of final results. The curriculum characteristics comprises the specific type of the curriculum organized in true to life problem situations, which mainly influence the introductory and the analytical parts of the problem based learning process. As the problem situation does not present the direct answers and demands from the learners the intensive thinking, individual work and good command of speaking skills, it is usually connected with primary negative emotions. Thus, the main criterion of this characteristic is the primary emotional state while striving to break the frustration barrier. In the flow of the PBL process this criterion is explicated by the category of frustration, which is pointed out by Savin-Baden (2000). The speaking activity characteristic defines the small group discussion, individual studies and problem solving parts of the problem based learning process. As it is characterized by new learning activity expressed by active speaking, the main criterion of it is the new requirements for the quality of spoken English inspired by the new learning experience defining. In the PBL process it is expressed by the qualitative categories such as naming of the new learning features, the development of necessary skills and mastery of active learning methods. A characteristic of obtained results comprises the last part of the PBL, i.e. decision making totally based on the oral verbal activity. For this reason the main criterion of the latter category is the emancipated speaking English, which in the process of PBL may be defined by the category of obtained results, where the special attention is paid to the quality of the command of the spoken English. Table 3 Qualitative manifestation of relationship between characteristics, criteria, categories and subcategories No Characteristics Criterion Category, subcategory 1. Curriculum Emotional state 1. Frustration 1.1. Difference between traditional and interpretative characteristics inspired by new way pedagogy of learning 1.2. Ambiguous problem situation 1.3. Lack of self-confidence 1.4. Complicated relations among group members 1.5. Lack of public speaking skills 2. Speaking activity New requirements for 2. The 2.1. Learning according modules characteristics speaking English, Realization of 2.2. Learning based on sharing learning experience inspired by the the learning 2.3. Learning directed towards gaining new necessity to manifest dimensions competencies decision-making skills 2.4. Learning based on active communicative action 2.5. Cooperative and collaborative learning 3. Development 3.1. Development of cooperative skills of interactive 3.2. Development of critical thinking skills skills and abilities 3.3. Development of communicative skills revealing the 3.4. Taking Stock decision-making 3.5.Emerging Criteria for Decision-Making process 3.6. Making On-Board Adjustments 3.7. Getting Connected to Opportunities 4. Learning how 4.1. Traditional learning methods to learn: 4.2. Active learning methods mastering of learning methods 3. Characteristics of Emancipated language 5. Obtained 5.1. Experience of the transdisciplinarity of learning obtained results usage revealing the results 5.2. Experience of the group work decision- making 5.3. Experience of information management 5.4. Experience of the participation in the discussion

9 5.5. Acquisition of public speaking skills The categories, displaying the criteria and characteristics, are checked by the Marton (1987) phenomenographic analysis method. The PBL model was introduced to the students of the International Studies’ Centre, Kaunas University of Technology. The group was studying in the English language; it was also peculiar for its multicultural climate and different command of the spoken English. There was also prepared the CD- Rom with their curriculum organized in the problem situations and necessary information. The research methods itself is based on methodological attitudes by Yin (2002) and Stake (1995), concentrating on case-based study issues. The particular case based study consists of ten stages. Table 4 The content of the case-based study stages No Description of a stage 1 stage Content analysis of students’ learning English problems and their evaluation according the self-assessment grid of Common reference levels. (See table 5) 2 stage Presentation of lecture based PBL model. 3 stage Prepared 1st session of the open-ended question: “How are You feeling in a PBL context?” to students of Kaunas University of Technology, International studies center. The reflection records were thoroughly read, sorting out quotations, responding to the learner’s experience while studying in the problem based learning process. Reflexive records are read and categorized. 4 stage 2nd session of the open-ended questions was prepared to the students. They had to write their reflective ideas interpreting the following question: “Has the problem-based learning met your expectations? Comment, please, your experience, stressing your learning results.” 5 stage The reflection records were thoroughly read, sorting out quotations, responding to the learner’s experience while studying in the problem based learning process. 6 stage Reflexive records are read and categorized. 7 stage The system of qualitative categories helping to evaluate the learner’s experience was created. 8 stage The reflective records were categorized till they were grouped into five homogeneous groups of categories. 9 stage Categories are split into subcategories and their statistical expression is presented. (See table 7) 10 stage The analysis of obtained results according the self-assessment grid of Common reference levels. ( See table 9) The case based study starts with the discussion of learning priorities manifestation results. As students from three culturally different countries (Russia, Lithuania, Italy and Palestine) unanimously state that their learning priorities are to acquire professional skills and to improve English (see table 2), the diagnostic questionnaire according Common reference levels was presented to the students. Following the guidelines of Common reference levels students had to identify their language learning problems. Content analysis of the respondents’ answers revealed the situation, presented in the table 5. Table 5 Language learning problems’ evaluation according Common reference levels of Common European Framework Definition of the problem Language learning Reference No (evidence from students’ Reference level definition Total problem level title answers) 1. Limited interaction and “I can speak only when I “I can interact in a simple way <…> Waystage, 4 spoken production am prepared and only on I can use simple phrases and sentences…”i A1 simple topics.” 2 Lack of participation in a “I can retell a story, but I “I can communicate in simple and routine Waystage, 5 discussion skills can’t speak without tasks…” A2 preparation”. 3. Lack of public speaking I can speak of common 14 “I can enter into conversation on topics that are Threshold 6 skills topics, but I am afraid to familiar…<…> (e.g. family, hobbies, work, B1 take part in a discussion travel, etc.) without preparation.” Because of the ethical reasons students’ nationality is considered to be left confidential. As it is seen from the table 5, all 15 students stressed spoken interaction and spoken production as their major problem. Writing is next to speaking. Still, as speaking is vitally important for studies and everyday socializing and possible employability, the emancipation of speaking English was chosen as the main educational and research issue. Following the student’s educational needs and their highlighted learning priorities the lecture based PBL model was presented to the students. The results of their experience and the dominating attitudes were checked after five PBL sessions. The representation of students’ attitudes is connected

10 with frustrative emotions, presented in table 6, which is devoted to the manifestation of “Frustration” qualitative category content. Reasoning from the display of students’ attitudes toward the PBL sessions it is possible to state that “Frustration” is the category, which demonstrates how the untraditional PBL curriculum influences students’ learning experience. The criterion of ‘the primary emotional state while striving to break the frustration barrier’ is revealed through the display of the subcategories, pointing out the main reasons for frustration. Table 6 The manifestation of “Frustration” category content Category Subcategory Examples of quotations The total 1. Frustration 1.1. Difference between traditional and From the very beginning it was nonsense no 19 interpretative pedagogy lecturer at all 1.2. The ambiguous problem situation It was as if the analysis of the creative writing 16 1.3. Complicated relations among group Every one pretended to be the most clever one 16 members 1.4. Lack of self – confidence I was not fond of arguing or quarrels, so I felt 5 depressed 1.5. Lack of abilities for public speaking I don’t know what to say or how to speak 9

The total 65 From the display of “Frustration” subcategories it is clear that the main reason for frustration barrier and dissatisfaction is the total change of the lecture based studies process. Students are not used to be responsible for the quality of their studies, for the planning the classroom activities and public delivery of the results of their individual learning. They define such learning as ‘nonsense’, and this attitude is supported by the second subcategory, stating that curriculum is usually presented in the problem situations, which are difficult to understand, to find the implicit hints for professional studies. Students also point out complicated relationship among the group members. As it cleared out during the informal conversations among the group members, the main reason for complicated relationship is the different level of motivation to study individually and to present the results of the individual studies to the group. But very soon the aspect of the collective group evaluation eliminates this problem, because the primary anonymous evaluation leaves no space for subjectivity. The lack of public speaking skills is also important, because it demonstrates the limited oral verbal communication in English, the weakest point of which is the limited usage of the terms and professional active vocabulary. In spite of negative emotions some students stated that they feel some progress in speaking and the group decided to continue the PBL classes. At the end of the term the 2nd session of the open-ended questions was prepared to the students. They had to write their reflective ideas interpreting the following question: “Has the problem-based learning met your expectations? Comment, please, your experience, stressing your learning results.” The reflection records were thoroughly read, sorting out quotations, responding to the learner’s experience while studying in the PBL process. Reflexive records were read and categorized. The system of qualitative categories helping to evaluate the learner’s experience was created. The reflective records were categorized till they were grouped into five homogeneous groups of categories. Categories are split into subcategories and their statistical expression is presented (see table 7). Table 7 The manifestation of KTU ISC students’ quotations Main Student number The categories 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 total Frustration 4 6 5 4 5 2 3 6 3 3 6 4 2 6 6 65 The realization of learning 3 3 2 3 3 4 2 4 2 1 4 3 3 2 3 42 dimensions Development of skills and 5 7 6 9 8 8 7 5 4 3 7 5 4 5 4 87 abilities Mastering of learning 4 4 4 5 4 5 5 3 3 4 6 5 3 4 5 64 methods

11 The obtained 6 7 6 6 7 5 5 4 5 5 7 6 4 7 6 86 results The total 22 27 23 27 27 24 22 22 17 16 30 23 16 24 24 344 In order to reveal the PBL effect while emancipating speaking English, the initial stage of frustrative experience is juxtaposed to the final qualitative category of “Obtained results.” The display of the subcategories of “The received results” may be presented by the following table: Table 8 The manifestation of “The obtained results” category content

Category Subcategory Examples of quotations The total Obtained results 5.1. The experience the transdisciplinarity We’ve learned to collect different facts from different 18 of learning subjects in order to solve the problem spontaneously. 5.2. The experience of the group work Our group became a team, striving to reach better 18 results without fear to speak in public.. 5.3. The experience of information I’ve learned how to distribute the information while 10 management forming arguments 5.4. The experience of the participation in We usually share the discussion roles, appoint 23 the discussion the leader and the secretary, also speak actively 5.5. The acquisition of public speaking We prepare our speaking file in a very detailed way 17 skills. The total 86 While comparing the two categories revealing the learning experience of the initial and final stage it is possible to draw the following comparative parallel: the main reasons for frustration – the new experience of interpretative pedagogy and the ambiguous problem situation – may be juxtaposed by the acquired experience of the interdisciplinary and transdisciplinary learning, the most valuable element of which is the ability to integrate knowledge of different subjects. This element proves the development of critical thinking, leading the personality towards the argumentative rationality. The second subcategory of “Frustration” revealing complicated relations among the group members is clashed by the subcategory of the new quality of the group work, which, as students pointed out, became collaborative and cooperative. This new quality of the group work, supplemented by the previously mentioned development of critical thinking, leads the group towards the commitment to give, be receptive to arguments and reach the common understanding. The barrier of self confidence lack is overcome with the help of the good command working with the information. Finally, lack of abilities to speak in public is replaced by the experience of participation in the discussion and the acquisition of the public speaking skills. In order to participate fluently in discussion and to make the presentation of the solution project, the student has to demonstrate well organized file, make about students acquired commentaries, answer questions and respond to the points for information. Such communicative activity speaks about students’ new competences, more proficient usage of the English language. Table 9 The evaluation of obtained results according Common reference levels of Common European Framework Definition of the language acquisition Reference No Result Reference level definition Total level (evidence) level title 1 Ability to participate “We usually share the discussion roles, Can initiate discourse, take Threshold 7 students in debates, public appoint the leader and the secretary, also his/her turn when appropriate level B2 presented 50 speaking and we speak actively.” <…>Can help the discussion similar discussions along…” quotations.

2. Ability to produce “ We’ve learned to collect different facts Can produce clear, smoothly Vantage 5 students well-structured, from different subjects, solve the problem flowing, well-structured level C1 presented 28 spontaneous spontaneously.” speech. similar discourse. quotations

3. Ability to give clear “ We prepare our speaking file in a very Has a sufficient range of Threshold 5 students descriptions, detailed way” language to be able to give level B2 presented viewpoints clear definitions, express 18similar viewpoints on most general quotations topics. The evaluation of obtained results demonstrates the range of progress the students made while emancipating their speaking. All of them point out the acquired ability to speak spontaneously, stick to the point, participate in the discussion, based on true facts. Also it is worth to mention that though being

12 culturally very different .the students learned to create their own voice and present this in a multinational group (see tables 8, 9) without losing tolerance purpose-driven learning atmosphere. For this reason it is possible to state that PBL is attractive, effective and emancipating process.

Conclusions After the literary analysis it is possible to state that: 1. Multicultural education may be interpreted as idea stating that all students, regardless of the groups to which they belong, such as those related to gender, ethnicity, race, culture, social class, religion or exceptionality, should be free to experience educational equality in the schools, colleges, universities. 2. Emancipation is the many-sided concept with several semantic aspects. Its meaning contains legal, social, philosophical, educational aspects. Emancipation may be defined as inspired by the learning human liberation from various restraints, which provides the positive personal change expressed by strong will and action revealed by the rational argumentative practice and moral attitudes towards the reality; 3. Emancipation can be revealed through the proficient (emancipated) communication, which may be may characterized as spontaneous, flexible, topic orientated, argumentative, grammatically and stylistically correct, informatively true, rich in expressive means and stylistic devices. It may be assessed according the Common reference levels of Common European Framework. 4. PBL is one of the effective means emancipating verbal communication. PBL is student- centred educational process, and may be defined as the interactive process, based on students’ intellect and experience, during which she/he considers the received information, reveals it with the help of verbal communication, defines and solves problems, makes common decisions influencing not only the quality of his/her competence, but also future development while striving to reach the higher quality of life. 4.1 PBL educational process is liberal, flexible; variable. It may be used in different educational contexts and produce positive results. 4.2 PBL stresses the importance of individual studies, transmission of the new knowledge into real world, operational curriculum, which allows the student to become an active partner of the educational process. 4.3. The effectiveness of the problem based learning process is demonstrated by the coherence between the main goals and received results. The coherence is stated not only theoretically, but also in the empirical research. 5. After the performance of the empirical research, which aimed to investigate the possibilities to develop the proficient (emancipated) usage of the foreign subject, it is possible to state that: 5.1. KTU ISC students point out not only the importance of language emancipation but also emancipate verbal communication in English; it is possible to state that: 5.2. In the case-based study of Kaunas University of Technology there were revealed five qualitative categories: 1) Frustration; 2) The realization of learning dimensions; 3) Development of skills and abilities; 4) Learning how to learn: the mastering of leaning methods; 5) The received results; the most numerous are categories and subcategories connected with the development of the verbal communication; 5.3. The students evaluating their achievements stress such key words as “I can “,”I am able” etc. These evaluations state that students acquired the high command of foreign language, which provides the fluent demonstration of the vitally important professional knowledge.

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