Although problem-based learning has worked well, it does have some limitations. For example, the usual approach is that the stimulus material used to present the problem to the students to help them conduct discussions is a simulation of professional practice or a real-life situation rather than an authentic one. This paper discusses how this lack of authenticity can be overcome and how problem- based learning can be combined with service learning in a group project conducted for a real organisation. The complexity of conducting a real-life project in the community is something that a classroom-designed problem-based learning exercise is not able to provide.

To assist readers in establishing metacognitive awareness of text structure in English, the author proposes a strategy training program. The author argues that an explicit teaching of text structure and students' proficiency level are influential to students.