An implementation of project‐based learning in an EFL context: Japanese students’ and teachers’ perceptions regarding team learning

Abstract

Project‐based learning (PjBL) has demonstrated its ability to improve a range of skills in students. However, some studies have reported that English teachers have difficulty activating interaction among all the participants, teachers and students, in a PjBL practice. No studies have empirically investigated how teachers can collaborate in PjBL and how students can engage in interactive learning activities. Therefore, this research demonstrates a PjBL practice led by the notion of value‐centered team learning. A total of 19 teachers collaboratively implemented a year‐long PjBL project with 73 high school students in Japan. The researcher used quantitative and qualitative questionnaires to collect data from students and teachers. Students’ responses on their skill development and involvement in the project were statistically analyzed, and supplemented by qualitative analysis of their comments. Teachers’ comments were inductively categorized into six categories from the perspective of what they learned in the project. The results show that value‐centered team learning could contribute to success in creating a learning environment in which all the participants could learn much from each other through dynamic interaction. Therefore, this study suggests that English teachers should actively participate in PjBL by applying value‐centered team learning.

Students’ Perception: The Technology Integration into Project-Based Learning in Writing Class

“…The effects of Project-based Learning on writing classes have been argued widely. Many research found that this strategy could improve learners' writing skills (Alotaibi, 2020;Lu, 2021;Qing, 2019;Yamada, 2021). Besides, it also could enhance students' creativity, participation, and self-reliance (Aghayani & Hajmohammadi, 2019;Alotaibi, 2020;Ismuwardani et al, 2019).…”

El uso del aprendizaje basado en proyectos en las aulas de inglés como lengua extranjera: una revisión bibliográfica

“…Strategies for managing time effectively, streamlining assessment processes, and maintaining student motivation are essential for mitigating the burdensome nature of PBL in EFL contexts and inspiring teachers to deal with these challenges for their students' learning. Students' attitudes and language proficiency are the result of the complex interplay between individual differences, instructional approaches, and the cultural context in implementing PBL in EFL classrooms (Baghoussi & El Ouchdi, 2019;Yamada, 2020;Ram, 2022;Maqbulin, 2023;Zhong, 2023). Implementing thoughtful strategies to motivate students, effectively scaffold language learning, and create inclusive and supportive learning environments conducive to PBL is vital.…”

Exploring Teachers’ Perceptions of EFL Students’ Engagement in Collaborative Learning: Implementation Issues and Suggestions

“…Furthermore, studies have also been conducted on collaborative learning components and their impact on EFL students in diverse contexts. For instance, Yamada [48] examined a project-based learning approach guided by value-centered team learning. Nineteen teachers and 73 Japanese high school students completed a year-long project-based learning program.…”