Implementing project-based language teaching in an Asian context: a university EAP writing course case study from Macau

Sean Grant

doi:10.1186/s40862-017-0027-x

Abstract

Project-based language teaching (PBLT) provides a number of potential language learning benefits through opportunities for authentic meaningful language use. Previous research has also indicated how PBLT can encourage student motivation and develop learner autonomy. However, mixed findings have been found when implementing PBLT in Asian contexts. The aim of this study was to describe the development of a PBLT project and explore the implementation and student perceptions of this project within an EAP writing course in Macau. The study utilized student questionnaire data (n = 16) and teacher reflections. Results indicated that the project appeared effective at creating opportunities for meaningful interactive language use, and students were comfortable with their autonomous role within the project. Findings also indicated that student motivation, autonomy and learning opportunities were raised through the PBLT approach. These results are discussed in light of the previous research on implementing PBLT in Asian EFL contexts, and further potential improvements to the project used in the current study are explored.

Highlights

Findings from a range of studies in both ESL and EFL contexts show that utilizing a project-based approach can provide many benefits to classroom language learning
I will outline the potential language learning benefits from project-based language teaching (PBLT), discuss several practical examples of PBLT from previous studies undertaken in Asian contexts, and report on the development and implementation of a PBLT project in a Macau university EAP writing course
The current study developed a project within an EAP writing course for students within a Macau university and reviewed the project through the following questions:

Summary

Introduction

Findings from a range of studies in both ESL and EFL contexts show that utilizing a project-based approach can provide many benefits to classroom language learning. What we know about these benefits derives primarily from literature indicating how project-based language teaching (PBLT) provides meaningful contexts for authentic language use in much the same way as task-based language teaching (Beckett and Miller, 2006; Ellis, 2003; Samuda and Bygate, 2008; Stoller, 2006). These meaningful and authentic interactions aid in acquiring language, and PBLT is supportive of areas such as improving student motivation (Dörnyei, 2005; Egbert, 2003) and student autonomy for learning (Allen, 2004). I will outline the potential language learning benefits from PBLT, discuss several practical examples of PBLT from previous studies undertaken in Asian contexts, and report on the development and implementation of a PBLT project in a Macau university EAP writing course.

Objectives

Discussion

Conclusion