The Limited Effect of PBL on EFL Learners: A Case Study of English Magazine Projects
Title
The Limited Effect of PBL on EFL Learners: A Case Study of English Magazine Projects
The Limited Effect of PBL on EFL Learners: A Case Study of English Magazine Projects
Keywords: Communicative English Teaching, Japanese English learners, project-based language learning (PBL)
Authors
Mariko Eguchi
University of Shimane
Mariko Eguchi
University of Shimane
Keiichi Eguchi
Hiroshima University
Bio Data
Mariko Eguchi obtained her MA in communication from the University of Illinois at Chicago and teaches English and Communication courses in Japan. One of her research interests are collaborative English teaching methodology for Asian learners using the Internet.
Keiichi Eguchi is a Ph.D. student of social psychology.
Abstract
The limited effect of Project-based Learning (PBL) as a realization of Communicative English Teaching (CLT) on EFL learners was investigated in a case study of an English course that was designed to help EFL develop learners speaking and writing abilities. The projects were based on designing an English language magazine. The researchers first described the English magazine projects and examined the effect of the projects on the students’ learning using questionnaire surveys and observations of students’ communication in the classroom. The study found that the English magazine projects were an enjoyable experience for the students, but they did not have a strong positive effect on their learning English, contrary to the findings of the previous literature. The reasons of the projects’ failure were discussed in terms of issues of CLT in EFL: the priority of task over tool in the same L1 classroom and lack of natural contact with L2 speakers outside of the classroom. A solution using IT technology was suggested for the future research.
The limited effect of Project-based Learning (PBL) as a realization of Communicative English Teaching (CLT) on EFL learners was investigated in a case study of an English course that was designed to help EFL develop learners speaking and writing abilities. The projects were based on designing an English language magazine. The researchers first described the English magazine projects and examined the effect of the projects on the students’ learning using questionnaire surveys and observations of students’ communication in the classroom. The study found that the English magazine projects were an enjoyable experience for the students, but they did not have a strong positive effect on their learning English, contrary to the findings of the previous literature. The reasons of the projects’ failure were discussed in terms of issues of CLT in EFL: the priority of task over tool in the same L1 classroom and lack of natural contact with L2 speakers outside of the classroom. A solution using IT technology was suggested for the future research.
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See pages 192-206
[/private]Category: Main Editions, Volume 8 Issue 3
