Global Perspectives on Project-Based Language Learning, Teaching, and Assessment (original) (raw)
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Project-Based Learning in the Advanced German Class
Global Perspectives on Project-Based Language Learning, Teaching, and Assessment, 2019
Project-based learning (PBL) provides authentic content and language learning in the second language classroom. Technology-infused PBL also creates opportunities for real-life application of the language and technology skills acquired. However, since PBL is often envisioned as group work, classes with small enrolments (fewer than 6 students) pose a challenge. In addition, the unfamiliarity of students and instructors with the characteristics of PBL can lead to struggles around autonomy, motivation, and flexibility. In this chapter, we examine one PBL course for advanced students of German at the post-secondary level through the lens of Stoller's 10 characteristics of a PBL course. Since Stoller's characteristics are drawn from PBL studies of large classes where students worked in groups, our study examines whether those characteristics still apply in smaller classes where students worked on individual projects. Through this action research into our own practice, we demonstrate whether the 10 characteristics can be applied to small classes and identify the challenges of PBL that arose in this context: student autonomy, role redefinitions, and instructor reflective practice. We envision how future research might address some of these challenges, examining ways to foster student autonomy through an understanding of role redefinitions in PBL courses and ways to strengthen reflective practice among post-secondary instructors.
Promoting learner autonomy: Lesson from using project work as a supplement in English skills courses
This paper aims to report the impact of project work in teaching English language skills on the learner autonomy of students in an English Language Teacher Education program. Fifty English teaching-majored second-year students in project work over two semesters. Two instruments employed to assess their learner autonomy include a self-assessment questionnaire and two group interviews. The results showed that the students gained a higher degree of learner autonomy after participating in project work. However, the gain was largely due to increased selfdecisions on learning. Other aspects of learner autonomy such as selfregulated learning actions, self-responsibility, and attitudes to social interaction remained unchanged.
Using Projects to Increase Autonomy, Motivation, and Language Learning
Osaka JALT Journal, 2014
This generation of learners, Generation Y, need skills that will allow them to use their technical prowess to learn how and where to search for knowledge, and they need to be given the latitude to express learning in ways that reflect their unique ontological and epistemological values. Project-based learning (PBL) has been viewed in the literature as an instructional strategy that addresses the needs of today’s students and allows them opportunities to engage in the learning of authentic material autonomously. In light of the literature, this qualitative study (n=27) examines the effectiveness of PBL on a group freshman taking a compulsory English Communication course at a Japanese university to determine the value of PBL as a teaching strategy. Specifically, this study seeks to determine if students are prepared to invest more time and effort on a project compared to a typical term test, and if they prefer PBL over teacher-centered approaches to language learning. The data revealed that most students spent more time on their projects compared to standardized test preparations, and they resoundingly agree that PBL is better than standardized testing because they enjoyed learning English, collaborating with their classmates, and communicating in English.
The Effects of Project-Based Learning in the Intermediate World Language Classroom
2020
The primary purpose of this action research study was to further examine the reluctance of intermediate language learners in speaking production in their second language. Additionally, with emerging strategies such as project-based learning, the study explored the efficacy of this strategy, specifically in terms of the students’ volition and motivation to produce the spoken language during classroom activities. The goal was to assist educators in discovering new social and constructivist techniques that could potentially foster student engagement and language acquisition, especially in regard to speaking competencies in the foreign language. Undoubtedly, action research was the appropriate method for the current study, as it positively contributes to the discovery of perceptions and can engage professionals in the study of quality teaching methods that contribute to student learning. This study examined the current literature, analyzed the benefits of project-based learning in the w...
A Phenomenological Study of Three University Students' Experiences in Project Based Learning
Researchers in the past have explored practices of Project Based Learning (PBL) in various educational contexts. Nevertheless, previous studies that examine project-based learning in English as a Foreign Language (EFL) contexts are still limited in numbers particularly through the eyes of Indonesian university students. This study aims to look into meanings of PBL in learning Second Language Acquisition (SLA) at English Language Education Program, Dunia University Indonesia. The study specifically described how three students in the class felt about PBL as implemented in two main classroom projects, how they experienced doing it, and how they provided meaning to it. The students' experiences were recalled through an in-depth phenomenological interview. The results of the study were the experiences in the form of narratives and my interpretation of emerging themes in the narratives as the meanings of PBL in learning SLA. The study appeared to continue positive trends of PBL practices in English language teaching and learning specifically in content-based instructions.
STUDENTS' PERCEPTION OF PROJECT-BASED LEARNING (PBL) TO IMPROVE LANGUAGE LEARNING AUTONOMY
Saudi students normally face difficulties in learning English. Students rely heavily on the teacher. Therefore, the aim of this study was to investigate the students' perception of using Project-Based Learning (PBL) to improve language learning autonomy. The method of this study was a qualitative research method. A questionnaire was used in this study to answer the research question. The participants were the second level of intermediate school at Yabu Royal Commission. Furthermore, the study included 36 female students. Their age ranged from 13 to 15 years old. Moreover, the results of the questionnaire sought to explore students' perception of project-based learning to improve language learning autonomy. Implication of the result was discussed.
2019
The increased of interest in learner autonomy is mainly due to the rapid growth of information technology and globalization. In addition, the idea of learner autonomy is entailed in the Malaysian Education Blueprint (MEB 2013-2025) which highlights the use of Autonomous Language Learning (ALL) to improve language proficiency among students. Outdated pedagogical and conventional educational methods are no longer relevant in preparing learners for thriving in the workplace, and a more self-directed and self-determined approach is needed. Educators today are tasked with developing lifelong learners who can survive and thrive in a global knowledge economy. Hence, project -based learning is seen as one of the ways an educator can use to promote learner autonomy in ESL classrooms. This study is to investigate how the process of projectbased learning activities affects students’ behaviours as well as develops learner autonomy. In this study, the researcher reports the impact of project- ba...