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This chapter addresses the challenge of cognitive overload in aviation communication, emphasizing the need for effective English for Specific Purposes (ESP) training focused on metacognitive skill development among prospective pilots. Due to the cognitively demanding tasks that pilots manage, particularly during critical flight phases, their communication abilities may be compromised, potentially affecting aviation safety. This study investigates the implementation of Problem-Based Learning (PBL) in the ESP classroom to enhance student pilots’ metacognitive awareness, enabling better management of cognitive load during aviation operations. By employing a mixed-methods sequential explanatory design, quantitative results revealed significant improvements in student pilots’ metacognitive awareness following the PBL intervention. Qualitative findings further indicated positive student attitudes toward PBL, highlighting benefits such as meaningful learning experiences, enhanced problem-solving capabilities, and increased learner autonomy. However, the study also acknowledges certain limitations, such as technological challenges and gaps in specialized aviation knowledge. Overall, the findings underscore the effectiveness of PBL as an innovative pedagogical approach in aviation ESP, suggesting its potential to improve communication competencies and cognitive performance in aviation settings.

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Innovating the ESP Classroom and Developing Metacognitive Skills of Prospective Pilots Through Problem-Based Learning

  • 章节

  • 发表日期：

    2026年

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  • Gökhan Demirdöken,
  • Nazmi Dinçer

摘要

This chapter addresses the challenge of cognitive overload in aviation communication, emphasizing the need for effective English for Specific Purposes (ESP) training focused on metacognitive skill development among prospective pilots. Due to the cognitively demanding tasks that pilots manage, particularly during critical flight phases, their communication abilities may be compromised, potentially affecting aviation safety. This study investigates the implementation of Problem-Based Learning (PBL) in the ESP classroom to enhance student pilots’ metacognitive awareness, enabling better management of cognitive load during aviation operations. By employing a mixed-methods sequential explanatory design, quantitative results revealed significant improvements in student pilots’ metacognitive awareness following the PBL intervention. Qualitative findings further indicated positive student attitudes toward PBL, highlighting benefits such as meaningful learning experiences, enhanced problem-solving capabilities, and increased learner autonomy. However, the study also acknowledges certain limitations, such as technological challenges and gaps in specialized aviation knowledge. Overall, the findings underscore the effectiveness of PBL as an innovative pedagogical approach in aviation ESP, suggesting its potential to improve communication competencies and cognitive performance in aviation settings.