Benefits of Implementing Project-Based Learning in An English for Business Course

Chi, Do Na

doi:10.29333/ejecs/1549

Cited by 4 publications

(3 citation statements)

References 26 publications

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“…It is important to point out that project-based learning has great potential in building strong links between universities and the business world, with various positive implications that go beyond the direct educational benefits for students (Chi, 2023). In this approach, students are often involved in business projects involving established local companies or even newly established startups.…”

Section: Discussionmentioning

confidence: 99%

The Importance of Project-Based Learning in Student Entrepreneurship Edecation

Harahap

2023

IMEIJ

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Education is one of the main pillars in the development of a country and has an important role in creating competent and qualified human resources. Currently, the main challenge in education is to prepare students to face the world of work that continues to grow and change rapidly. This research aims to examine the importance of project-based learning in students' entrepreneurship education. This research is a literature review that uses a qualitative method approach, which means it will analyse and interpret data by relying on information and text from various sources. The study results show that project-based learning has a crucial role in students' entrepreneurship education. By providing practical experience, building practical skills, developing critical and creative thinking abilities, and stimulating creativity and initiative, this method prepares students to face the dynamic and competitive business world. In addition, project-based learning strengthens the connection between the university and the business world, enables students to understand current market dynamics, and strengthens their social and communication skills. The limitation of this study lies in the method as it relies on the availability of relevant sources, which could make it less comprehensive.

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Section: Discussionmentioning

confidence: 99%

The Importance of Project-Based Learning in Student Entrepreneurship Edecation

Harahap

2023

IMEIJ

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“…Literature acknowledges how PjBL implementation differs from one another. However, most previous research studies only focus on the perception towards PjBL (Haniah, Ngadiso, & Setyaningsih, 2021;Nitiasih et al, 2021;Puangpunsi, 2021), literature review on PjBL (Guo et al, 2020;Mohamad & Tamer, 2021); the benefits of PjBL (Chi, 2023;Myrtaj, 2018), and the relationship between PjBL implementation and increasing students' 4Cs abilities (Critical Thinking, Creative Thinking, Collaboration, and Communication) (Asman, Kumaro, & Barliana, 2022;Budiarti et al, 2021;Pardede, 2020;Priyatni & As'ari, 2019;Saimon, Lavicza, & Dana-Picard, 2023;Syahril et al, 2022). A limited number of studies compare PjBL implementations and recommend specific patterns to use.…”

Section: Introductionmentioning

confidence: 99%

The Project-Based Learning Practices in the Teaching of Writing Course

Fatmawati,

Musthafa,

Gunawan

2023

Lingua Cultura

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The qualitative research aimed to observe Project-Based Learning (PjBL) implementation in writing courses viewed from the project types and the teaching-learning activities. Several activities in project-based learning implementation could be modified to meet various students’ needs, unexceptionally in the same subject. The various patterns of PjBL often resulted in the bias of its implementation among teachers who wanted to conduct this teaching model. The participants were the lecturers who taught the Professional Writing course in the fourth semester. Data were collected using observation of classroom activities, semi-structured interviews, and documentation. The collected data were analyzed using thematic analysis, emphasizing identifying, analyzing, and interpreting patterns of meaning within qualitative data. The findings show that the project types are different in the form of the final output: business plans and video essays. The other findings find that there is a variety of teaching-learning activities, but they have identical project-based learning patterns, namely (a) preparation, (b) planning, (c) creating a project, (d) monitoring and revising, and (e) evaluation. PjBL provides some advantages for students. Thus, it is suggested that all EFL (English as a Foreign Language) lecturers implement those five project-based learning patterns in their classes.

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“…To stimulate EFL speaking, recent evidence has proven the effectiveness of PBL in providing various options and opportunities to support learners and overcome the difficulties above (Fitriati & Mafruudloh, 2020;Suryani & Argawati, 2023;Zhang & Ma, 2023). Research has also recognised that project work boosts students' decision-making and leadership skills (Hasanah et al, 2023;Matilainen et al, 2021), autonomous and collaborative learning (Chi, 2023;Imbaquingo & Cárdenas, 2023;Khoudri et al, 2023), creativity and creative thinking (Khafah et al, 2023;Khoiri, 2023;Latifaj, 2023), and problem-solving abilities (Gawade et al, 2023). Thus, PBL is a comprehensive approach that emphasises meaningful improvement of lifelong and language skills (Beckett & Slater, 2018a).…”

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confidence: 99%

The impact of mobile-assisted project-based learning on developing EFL students' speaking skills

Benlaghrissi,

Ouahidi

2024

Smart Learn. Environ.

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Combining mobile-assisted language learning (MALL) with project-based learning (PBL) might be the potential framework for enhancing EFL learners' speaking skills. However, only a few studies have scrutinised the impact of modern technologies on project work. More importantly, investigating how MALL, as a new field within ICT with unique pedagogical affordances, and PBL can enhance learners' speaking skills is still lacking in the literature. Accordingly, this study examines how integrating MALL through mobile phones and PBL, defined as mobile-assisted project-based learning or mobile-assisted projects, improves Moroccan secondary school students’ speaking performance. A true experimental study was conducted with 91 students assigned randomly to one experimental group and two control groups. The experimental group received instruction through mobile-assisted projects over one semester. In contrast, participants in the first control group taught speaking through project-based learning, and participants in the second control group received traditional teaching. Two instruments were employed to collect data: a speaking pre- and post-test to evaluate the three groups’ oral proficiency and a 5-Likert scale survey to detect the experimental group participants’ experience and attitudes toward the implementation. Based on independent sample t tests and paired sample t tests (SPSS-26), it was found that instruction through mobile-assisted projects was considerably more effective than project-based learning and conventional teaching in enhancing learners’ overall speaking performance and sub-skills: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Further, the results of the attitude post-questionnaire demonstrated a very high positive perception of the participants toward the implementation. As a result, these findings confirm the pedagogical role of combining MALL with PBL as an innovative mode of instruction in enhancing EFL learners’ speaking performance.

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Benefits of Implementing Project-Based Learning in An English for Business Course

Cited by 4 publications

References 26 publications

The Importance of Project-Based Learning in Student Entrepreneurship Edecation

The Importance of Project-Based Learning in Student Entrepreneurship Edecation

The Project-Based Learning Practices in the Teaching of Writing Course

The impact of mobile-assisted project-based learning on developing EFL students' speaking skills

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