Fostering motivation and creativity through self‐publishing as project‐based learning in the Italian L2 classroom

Amorati, Riccardo; Hajek, John

doi:10.1111/flan.12568

Cited by 5 publications

(4 citation statements)

References 43 publications

(55 reference statements)

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“…Project-based learning is shown to have a significant effect on critical thinking and creativity, which is in line with the corresponding results of Amorati and Hajek (2021), Chang and Chen (2022), Sukamta et al (2018), Wurdinger et al (2020), andWang (2022), supporting the positive and significant effects of project-based learning on soft skills. Nevertheless, these findings focused on either creativity or critical thinking.…”

Section: The Effect Of Project-based Learning On Critical Thinking An...supporting

confidence: 83%

The Effect of Project-Based Learning and Projectbased Flipped Classroom on Critical Thinking and Creativity for Business English Course at Higher Vocational Colleges

Hao,

Tian,

Mohd Salleh

et al. 2024

MJLI

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Purpose – With the evolving demands of the global and Chinese economies, cultivating critical thinking and creativity has become imperative for social and economic development. However, contemporary educational practices have not kept pace with thisessential need. This study examines the effects of project-based learning and project-based flipped classrooms on critical thinking and creativity in higher vocational colleges. Moreover, this research delves into the disparity and comparative analysis between the twoapproaches. Methodology – A between-group quasi-experimental study was designed. Data were collected from 120 respondents from one highervocational college in Shanxi District using cluster sampling. The Ennis-Weir Critical Thinking test and District creativity test wereused to collect data for further analysis. Data were analysed using analysis of covariance (ANCOVA) and paired-sample t-test. Pairedsample t-tests are employed to test the effects of two teaching methods, while ANCOVA is used to compare the discrepancy between the two methods. With the combination of paired sample t-test and ANCOVA, the more effective teaching method can be determined. Findings – The results indicated that project-based learning and flipped classrooms significantly affected critical thinking and creativity. Besides, the project-based flipped classrooms had a larger effect on critical thinking and creativity, proving to be a more effective teaching approach to transform the present curriculum pedagogy. Significance – This study theoretically integrates class activities into higher-order thinking skills and guides teachers and educators tocultivate talents in higher vocational education.

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Section: The Effect Of Project-based Learning On Critical Thinking An...supporting

confidence: 83%

The Effect of Project-Based Learning and Projectbased Flipped Classroom on Critical Thinking and Creativity for Business English Course at Higher Vocational Colleges

Hao,

Tian,

Mohd Salleh

et al. 2024

MJLI

View full text Add to dashboard Cite

show abstract

“…The implementation of the project-based learning model in learning has a positive influence on student creativity [18]- [22]. The project-based learning can encourage students to increase their creativity through activities to produce products in real forms that can enhance creativity students [6], [17], [23], [24]. The project-based learning model invites students to be active in learning activities while the teacher's role is only as a facilitator and evaluator of the products produced by students.…”

Section: Discussionmentioning

confidence: 99%

Creative project-based learning model to increase creativity of vocational high school students

Usmeldi

Amini²

2022

IJERE

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<span lang="EN-US">The competence of vocational students in mastering electric motor installation was still low, because learning process has not involved student activities. One of the choices to activate students in learning was through project-based learning. Students were trained to be able to solve problems and make creative products. Project-based learning that applied in learning the Electric Motor Installation has not been able to increase students’ creativity in solving problems and make creative products. Therefore, research was carried to develop a project-based learning model into creative project-based learning. To support the implementation of the creative project-based learning model, teaching material is needed. The development of creative project-based learning use research and development method of 4D model of Thiagarajan with the stages of define, design, develop and disseminate. The research instruments were interview guides, observation sheets, questionnaires, skills assessment sheets, and test. Data analysis use percentage, gain score, and t-test. The research resulted a creative project-based learning model that was valid, practical and effective to improve student competence in Electric Motor Installation. The creative project-based learning model can increase students' creativity and competence in the form of mastery of teaching materials, skills in make the creative product and work attitudes.</span>

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“…The content, materials, and tasks for the study of the content subjects in English are authentic and associated with the learners’ academic needs (Fazzi & Lasagabaster, 2021). Therefore, the experience of learning the content subjects in English could create opportunities for the learners to develop an identity in their academic pursuit and enhance their sense of self as language learners (Amorati & Hajek, 2021).…”

Section: Discussionmentioning

confidence: 99%

Exploring L2 Motivational Dynamics Among Chinese EAP Learners in an EMI Context From a Socio-cultural Perspective

2023

Sage Open

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This paper reports the findings pertinent to the motivational dynamics in learning English for Academic Purposes (EAP), which are a part of a large-scale mixed-methods study. The study was aimed to explore the adaptation of a cohort of Chinese tertiary students when transiting to an English-as-Medium-of-Instruction (EMI) university from Chinese-medium schools in China. Data sources include a questionnaire survey and semi-structured interviews over a 10-month length of time. Analysis of the quantitative data revealed that the participants became much more strengthened in the overall and dimensional level of motivation after being engaged into EAP learning at the EMI context for two semesters. The qualitative results indicated that the consolidation of the participants’ motivation might result from the newly mediational roles of socio-cultural elements at the EMI environment pertaining to the learning discourses, cultural artifacts, important others and the study of content subjects with the target language. This study crystallizes the situationally constructed disposition of second language (L2) motivation which is responsive to context. The pedagogical implications for EAP teaching are also discussed.

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Fostering motivation and creativity through self‐publishing as project‐based learning in the Italian L2 classroom

Cited by 5 publications

References 43 publications

The Effect of Project-Based Learning and Projectbased Flipped Classroom on Critical Thinking and Creativity for Business English Course at Higher Vocational Colleges

The Effect of Project-Based Learning and Projectbased Flipped Classroom on Critical Thinking and Creativity for Business English Course at Higher Vocational Colleges

Creative project-based learning model to increase creativity of vocational high school students

Exploring L2 Motivational Dynamics Among Chinese EAP Learners in an EMI Context From a Socio-cultural Perspective

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