Does PBL – Project-Based Learning Expert Visit Facilitate the PBL Implementation Process in Undergraduate EFL Classes?

Abstract

In this era of globalization, which is marked by the usage of the Internet, English as the world's first language plays an important role in almost all spheres. It undoubtedly sets up new demands for English language acquisition (English teaching and learning), and for more professional, 21 st -century related English. This paper attempts to investigate whether the undergraduate EFL learners, PBL expert and PBL implemented school visits, before implementing PBL (Project-Based Learning), have a positive effect on students, and assist the formation of positive attitudes towards this style of learning. The study was conducted at TISHK International University, Faculty of Education with 22 first-grade students. The data were collected using pre and post-questionnaires and were analyzed through descriptive and inferential statistics. The research reveals that interaction with a more knowledgeable person (MKP) or being enlightened by competent and motivated experts stimulates learners' interest in PBL and facilitates the PBL implementation process. The study also shows that the visualization of various, authentic and original specimens of PBL's projects activates the process of forming positive attitudes towards PBL.

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

“…This could be achieved by assessing both disciplinary content knowledge and language in students' projects, which should be announced to students before commencing their projects. Teachers' professional development seems to be a critical issue in implementing PBL (Sartika et al, 2022), and having experts in the disciplines and in the PBL approach, as suggested by (Kavlu, 2022), could be considered to develop EFL teachers' competence in applying PBL in their classes.…”

“…The lecturer encouraged the students to visit companies, shops, and other places to observe and gain experience through discussions with experienced people in related fields, particularly by seeking advice on starting a new business and succeeding. As T. T. H. Nguyen and Pham (2016) noted, ESP teachers may lack specialized knowledge, and the lecturer in this course filled that gap by exposing students to authentic business contexts and field experts (Kavlu, 2022). As suggested by the lecturer, the second and third weeks-information gathering and processing-were devoted to discussions on the information they had gathered for their projects and drafting their projects for presentations.…”

“…Since the projects were relevant to the students' job orientations, they saw completing the projects as a stepping stone in getting to know the organizations and the experts (Kavlu, 2022) that they would like to work for or collaborate with. Therefore, students agreed that social relationship development was possibly the most valuable benefit that they could gain from their projects.…”

Students’ creativity dimension in chemistry e-module based on augmented reality with project based learning approach

“…Students are accommodated to be creative in producing relevant products from learning materials and content. Through the creation of these ideas, students are expected to be able to translate learning content independently, so that learning outcomes can be obtained optimally (Kavlu, 2022;Livet et al, 2023).…”