The Project Framework: a tool for language, content, and skills integration

Beckett, Gulbahar H.; Slater, Tammy

doi:10.1093/eltj/cci024

Cited by 101 publications

(75 citation statements)

References 9 publications

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“…Beckett & Slatter [26]; Beckett [27]; Gou [17]; Kobayashi [25] confirm the effectiveness of PBL in integrated language and content teaching. One notable feature of PBL is that it enables learners to develop better understanding of the topic [6].…”

Section: International Journal Of Languages Literature and Linguistimentioning

confidence: 89%

“…Less than one fifth of the participants gave positive feedback about project work; one quarter had mixed feelings and the rest were not in favor of PBL [26]. This dissatisfaction reflects "potentially different philosophical, cultural, and linguistic beliefs held by students and teachers"…”

Section: International Journal Of Languages Literature and Linguistimentioning

confidence: 98%

“…PBL provides chances to obtain skills needed for active learning such as problem solving, self-reliant, being accountable, critical thinking, collaborative learning, and so forth [2], [6], [7], [26], [30]. It would be a challenge for students to embark upon independent learning given passive learning style is tolerated in lower levels of education.…”

Section: International Journal Of Languages Literature and Linguistimentioning

confidence: 99%

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Towards Improving ESP Teaching/Learning in Vietnam’s Higher Education Institutions: Integrating Project-Based Learning into ESP Courses

Khánh¹

2015

IJLLL

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Abstract-AsVietnam is integrating into the global economy, the learning of English is no longer for its own justification but for using the language in a variety of contexts. Given this situation, ESP courses have been incorporated into foreign language curricula of higher education institutions in Vietnam. The pedagogical trend towards more communicative approaches in language teaching, however, has challenged the current traditional approach employed in ESP teaching. This paper examines salient issues concerning ESP teaching/learning practice in Vietnam and proposes the integration of PBL into current ESP courses an alternative to overcome the above problems.Index Terms-ESP, problems, project-based learning.

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Section: International Journal Of Languages Literature and Linguistimentioning

confidence: 89%

Section: International Journal Of Languages Literature and Linguistimentioning

confidence: 98%

Section: International Journal Of Languages Literature and Linguistimentioning

confidence: 99%

See 1 more Smart Citation

Towards Improving ESP Teaching/Learning in Vietnam’s Higher Education Institutions: Integrating Project-Based Learning into ESP Courses

Khánh¹

2015

IJLLL

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“…The students' experiences using the portfolio framework were investigated by examining learners' written reflections (Beckett, Slater 2005). It was found that only one fifth of the 73 participants enjoyed project work; one quarter had mixed feelings, and 57% perceived it negatively.…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Reflections on Writing in ESP

Kavaliauskienė

Suchanova

Veličkienė

2012

Santalka. Filologija. Edulokogija

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Active participation of students in the self-evaluation of their learning and the development of reflective thinking are the key features of successful learning. This research is aimed at investigating influence of students' self-assessment on writing in English for Specific Purposes (ESP). The study employed a survey on the usefulness of different written tasks and students' reflections on their benefits to language mastery. The assignments included various contributions to portfolios such as essays, summaries of professional texts, outlines of oral presentations, creative computer tasks as well as students' written self-assessment notes, i.e. their reflections on various classroom activities. The research involved the students who study Social Sciences at Mykolas Romeris University. The results demonstrated that self-assessment was beneficial to students' linguistic development. The reflections reveal the attitudes to various assignments and judgments of their usefulness in learning. Reflective practice might help teachers develop ways of dealing with specific difficulties and improve the quality of teaching. Training learners to reflect on learning outcomes is beneficial from the perspective of lifelong learning.

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“…Functional recasting to help students learn how to construct more sophisticated oral causal explanations, as described in Mohan and Beckett (2003), is a useful strategy that depends on teachers being able to assess quickly and scaffold the student so that learning occurs within the zone of negotiation. Slater et al (2006), in their paper on assessing projects as second language and content learning, go beyond teacher recasts by offering ways to raise student consciousness of the features of sophisticated causal explanations, emphasizing for them the importance of what is happening on this developmental path (see also Beckett & Slater, 2005). If teachers are consistently and reflectively assessing student explanations, focusing on aspects that students are having trouble with, they can provide successful assessment-learning cycles for teaching the forms and meanings of causal explanations.…”

Section: Assessing Causal Explanations In the Teaching And Learning Cmentioning

confidence: 99%

13. Towards Systematic and Sustained Formative Assessment of Causal Explanations in Oral Interactions

Slater¹,

Mohan²

2010

Testing the Untestable in Language Education

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The Project Framework: a tool for language, content, and skills integration

Cited by 101 publications

References 9 publications

Towards Improving ESP Teaching/Learning in Vietnam’s Higher Education Institutions: Integrating Project-Based Learning into ESP Courses

Towards Improving ESP Teaching/Learning in Vietnam’s Higher Education Institutions: Integrating Project-Based Learning into ESP Courses

Students’ Reflections on Writing in ESP

13. Towards Systematic and Sustained Formative Assessment of Causal Explanations in Oral Interactions

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