English Teachers’ Perceptions of Project-based Language Learning in Secondary Schools in Ningbo China

Jun Yong Xu,Jin Kuan Kok,Poh Chua Siah,Sagaya Raj A/L A Rajoo Gerard

doi:10.17576/3l-2017-2304-18

Abstract

The perceptions of language teachers on project-based language learning (PBLL) is important as negative perceptions will affect the adoption and promotion of PBLL in a particular English learning context. The educational culture of basic English education in mainland China is teacher, classroom, textbook and examination-oriented which is opposite to the principles of conducting PBLL, which may cause negative perceptions among language teachers of PBLL. Therefore, this study adopts a mixed methods approach in the investigation of English teachers’ perceptions of PBLL in 9 secondary schools in Ningbo China. A questionnaire survey and semi-structured interviews were employed to gather the relevant data from 265 English teachers. The results of data indicate that: (1) PBLL can be promoted in secondary schools in Ningbo further due to the positive perceptions of PBLL of most of English teachers, but it is proper for English teachers to take PBLL as a supplemen t to the traditional classroom instruction in English ; (2) the educational culture may affect the perceptions of language teachers of PBLL to some extent, but it is not a determinant factor; (3) the social environment factor may affect language teachers’ perceptions of PBLL, such as the economic development and the English education quality of a district. Keywords: project; project-based learning; project-based language learning; English language teaching; teaching perceptions

Highlights

Project-based language learning (PBLL) is a language teaching method which organizes instructional activities around projects and is promoted as an effective way of facilitating students’ language learning, content learning and integrated skills’ development (Fried-booth 1997, Stoller 1997, Beckett & Slater 2005)
The educational culture may affect the perceptions of language teachers of PBLL to some extent, but it is not a determinant factor
As for 12 English teachers who think it necessary, they can recognize the benefits of “project” section on students’ language learning, content learning, integrated skills’ development and individualized learning and they pay more attention to language learning in PBLL. 5 English teachers who think it unnecessary propose that they lack of material conditions to conduct it, the instruction of “project” section is not consistent with the educational culture of secondary schools in Ningbo which is examination-oriented and the content of it overlaps with the other parts of English textbook

Summary

Introduction

Project-based language learning (PBLL) is a language teaching method which organizes instructional activities around projects and is promoted as an effective way of facilitating students’ language learning, content learning and integrated skills’ development (Fried-booth 1997, Stoller 1997, Beckett & Slater 2005). PBLL originates from project-based learning (PBL) and it is the application of PBL in English as a second/foreign language (ESL/EFL). PBLL entered into basic English education in mainland China and some English textbooks of secondary school attempted to bring in PBLL and incorporated an optional teaching section titled “Project” into every unit in 2005 to develop students’ overall language competence (Liu 2006), such as “New Senior English for Chinese Students” (NSEFCS) and “Advanced with English”. PBLL has been in basic English education in mainland China for more than ten years, few studies have been conducted to

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Conclusion