Project-based Language Learning and Its Implications for English Teaching in Chinese Universities

Abstract

Project-Based Language Learning (PBLL) is a novel teaching method that focuses on the student and seeks to transform the model of second and foreign-language education. This technique can dramatically transform students learning experiences. Students are at the center of their own learning experience in PBLL. In comparison to traditional teacher-led instruction, PBLL emphasizes students active engagement and in-depth comprehension. Students will study language in PBLL by taking part in a range of projects that are typically related to their interests, professional domains, or social activities. This article dives into the unique characteristics, benefits, and limitations of PBLL, providing a complete assessment of its applicability in Chinese college English classes. By examining its essential components, useful insights into how PBLL might be used to maximize language acquisition in higher education contexts are gained. Furthermore, this analysis illuminates the current stage of PBLL implementation and forecasts its future trajectory in the field of Chinese college English instruction. This article seeks to serve as a beneficial resource for educators looking to innovate and improve their approaches to college-level English language instruction by chronicling the course of this dynamic teaching methodology.