The present study emerged from the need to give more visibility to business disciplines in connection with problem-based learning (PBL) and to give voice to students, who may be regarded as the major stakeholders in a PBL project. This article examines students’ perceptions and attitudes towards the implementation of a PBL project in the subject of Business English. We analyze the results obtained from a student questionnaire that was administered at the end of a 9-week experiment. Overall, feedback was positive as most students rated this methodology as good or very good and envisaged the possibility of applying it to theoretical subjects of their own degree. Some of the frustrations expressed by students were uncooperative team members, the lack of direction associated with insecurity about the performance of activities, boredom caused by the lack of variety in writings, and the difficulty to find the right solutions. We believe that future PBL programs should take into account students’ criticism and suggestions for improvement. Therefore, teachers should consider allotting sufficient time for the performance of activities, including a larger pool of writing activities, more personalized feedback on students’ writings and using a more appealing wording

中文翻译：

---

主要利益相关者的真实想法是什么？商务英语学生对基于问题的学习的看法

本研究的出现是出于对与基于问题的学习（PBL）相关的业务学科具有更大的可见性并向学生发出声音的需求，这些学生可能被视为PBL项目的主要利益相关者。本文研究商务英语主题下学生对实施PBL项目的看法和态度。我们分析了在为期9周的实验结束后进行的学生问卷调查中获得的结果。总体而言，反馈是积极的，因为大多数学生将这种方法评为“好”或“非常好”，并设想将其应用到自己学位的理论学科中的可能性。学生表达的一些挫败感是团队成员不合作，缺乏与活动执行不安全感相关的指导，乏味是由于写作缺乏多样性以及难以找到正确的解决方案。我们认为，未来的PBL计划应考虑到学生的批评和改进建议。因此，教师应考虑分配足够的时间进行活动，包括更多的写作活动，对学生作品的更多个性化反馈以及使用更具吸引力的措辞