From Task- to Project-Based Language Learning

Thomas, Michael

doi:10.4324/9781315225418-2

Cited by 85 publications

(146 citation statements)

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“…Challenges to improve STEM curricula at all levels of education reflect a concern that the United States remain globally competitive in STEM (NAS, ). Retention at the undergraduate level has been addressed in recent years by incorporating active learning strategies like project‐based learning (PjBL) into STEM curricula (Freeman et al, ; Thomas, ). Research supports the effectiveness of active learning for student engagement and performance in STEM fields (Freeman et al, ), likely because these approaches provide mastery experiences that increase student familiarity with professional activities and positively affect student attitudes and motivation (Eccles & Wigfield, ; Graham, Frederick, Byars‐Winston, Hunter, & Handelsman, ; Lent, Brown, & Hackett, ).…”

Section: Introductionmentioning

confidence: 99%

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The effect of authentic project‐based learning on attitudes and career aspirations in STEM

Beier¹,

Kim²,

et al. 2018

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Can engaging college students in client‐centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project‐based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy‐value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project‐based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi‐experimental study with a sample of (N = 492) natural science and engineering students. STEM self‐efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project‐based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project‐based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project‐based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions.

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Section: Introductionmentioning

confidence: 99%

“…PjBL is an active learning approach focused on student participation in a project as the central component of the curriculum (Thomas, ). The purpose of this study is to examine the effect of PjBL on postsecondary student attitudes and career interest in STEM.…”

Section: Introductionmentioning

confidence: 99%

The effect of authentic project‐based learning on attitudes and career aspirations in STEM

Beier¹,

Kim²,

et al. 2018

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“…Projectbased Learning potentially promotes these expected skills due to its learning activities. Project-Based Learning allows the learners work together with hands-on experience in an authentic and meaningful context [6]. When the learner sees the language that can be used in their lives and is applicable to their task or need, they can develop their language skills and communicative competence and gain confidence, co-operation, imagination independence and self-discipline.…”

Section: Introductionmentioning

confidence: 99%

Project-based learning and writing skill in EFL: are they related?

2018

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Abstract. This study aimed at investigating the effect of Project-Based Learning on students' writing skill of grade 9 at SMPN 3 Kuta Selatan. This study employed embedded mixed method design, in which the quantitative data were considered as the main data. The data were collected through guided interview, observation, and writing test. Paired sample ttest was used for the quantitative data analysis. The result showed that Project-Based Learning has significant effect on students' English writing skill (sig. = .000 < α = .05). Project-Based Learning also revealed potentially promotes students' critical thinking, communication, and creativity through collaborative work. In general, it can be concluded that Project-Based Learning significantly improves junior high school students' writing skill in English as a Foreign Language.

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“…There are five criteria offered to consider what kind of project can be considered an instance of PjBL (Thomas, 2000): (1) Centrality. PjBL is central to the curriculum, rather than serving to provide illustrations, examples, additional practices, or practical applications for material taught initially by other means.…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

A Discussion on the Differences between Problem-based Learning and Project-based Learning

Sun¹,

Li²

2017

Proceedings of the 2017 2nd International Conference on Humanities and Social Science (HSS 2017)

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Abstract. This paper qualitatively analyzes the characteristics and implementation process of two different kinds of learner focused strategies, problem-based learning (PBL) and project-based learning (PBjL). By way of comparative analysis, this paper illustrates major distinctions between these two learning methods, including start, model, tutor"s and student"s role, et al. This paper may help tutors do better in their teaching career.

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From Task- to Project-Based Language Learning

Cited by 85 publications

References 0 publications

The effect of authentic project‐based learning on attitudes and career aspirations in STEM

The effect of authentic project‐based learning on attitudes and career aspirations in STEM

Project-based learning and writing skill in EFL: are they related?

A Discussion on the Differences between Problem-based Learning and Project-based Learning

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