Abstract
In order to meet the needs of employers and to make students more employable Laurea University, Finland has developed an “experiential” educational model through project-based learning in English based around real business projects linking theory studied. The programme is a bachelors degree conducted with international exchange students from many different countries (including Turkey, Germany, Romania, Spain, China, Holland, Mexico, Japan, and Italy) within project teams. English is a second language to these students, but it is not known as to how and if their language develops during the programme. The study considers the “experiential” nature of both the programme and the language from a literature perspective then focusing particularly on the learning of English by the students without any formal teaching classes. The students participated within projects for one semester (via an exchange programme) during an academic period from August 2018 to May 2020. There is a quantitative empirical approach (using a written questionnaire) which was qualitative in nature (including open questions) which related to the assessment of the English language learning experience of 29 international exchange students. Their feedback via answers to written questions forms the basis of the study. Findings reveal that such an approach to language learning can be successful and was positive in the sense of flexibility, relevance and enjoyability as well as the easy access and help of technology. The students generally felt their language level had improved through informal discussions and by use of a language app connected to the project work. Also, some students felt that the “learning by doing” (through the projects) improved their language authenticity and application. However, some students felt their language learning would have further increased by the use of a “weekly relevant noun/adjective list” during the project meetings. The research overall shows that some language improvement can be achieved informally within an “experiential” educational model through project-based learning. Additionally, that can be within one semester and by students from different countries with different educational systems.
 
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Highlights
In today’s connected and demanding world, the pressure of immediate employment possibilities for graduates is a constant desire and universities have to respond quickly and accurately to the needs of the learning and business communities
Language learning can be of an “experiential” nature and the core of this paper explores this
Of the 26 who said yes to an improvement when answering why, 16 indicated that it was due to either something real or connected to the project or because of, learning by doing. This was a very positive finding showing a 61% of those respondents indicating a language improvement identifying a connection to the project work as a reason
Summary
In today’s connected and demanding world, the pressure of immediate employment possibilities for graduates is a constant desire and universities have to respond quickly and accurately to the needs of the learning and business communities. The educational framework for learning at Laurea is called ‘Learning by Development’ (LbD), which is the systematic development of an interaction between training and the reality of working life. This way of learning fits into the overall concept of alternative education. Within that overall framework Laurea introduced in 2008 a bachelors business and project management degree programme for both domestic and international exchange students This programme is called “P2P” and can perhaps be classified within the type referred to as an “experiential” form of learning, and that is assessed within the paper by academic review.”. Recommendations and a conclusion as to the overall view on this type of language learning completes the paper
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