An Implementation of Project-Based Learning in an EFL Context: Japanese Students' and Teachers' Perceptions Regarding Team Learning

Autor/in	Yamada, Hiroshi
Titel	An Implementation of Project-Based Learning in an EFL Context: Japanese Students' and Teachers' Perceptions Regarding Team Learning
Quelle	In: TESOL Journal, 12 (2021) 1, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.519
Schlagwörter	Student Projects; Active Learning; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Teacher Student Relationship; Skill Development; High School Students; Student Attitudes; Foreign Countries; Learning Activities; Cooperative Learning; Teacher Collaboration; Teacher Attitudes; Teamwork; Japan + Suchen Sie Ihr Suchwort? Schulprojekt; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Ausland; Lernaktivität; Kooperatives Lernen; Lehrerkooperation; Lehrerverhalten
Abstract	Project-based learning (PjBL) has demonstrated its ability to improve a range of skills in students. However, some studies have reported that English teachers have difficulty activating interaction among all the participants, teachers and students, in a PjBL practice. No studies have empirically investigated how teachers can collaborate in PjBL and how students can engage in interactive learning activities. Therefore, this research demonstrates a PjBL practice led by the notion of value-centered team learning. A total of 19 teachers collaboratively implemented a year-long PjBL project with 73 high school students in Japan. The researcher used quantitative and qualitative questionnaires to collect data from students and teachers. Students' responses on their skill development and involvement in the project were statistically analyzed, and supplemented by qualitative analysis of their comments. Teachers' comments were inductively categorized into six categories from the perspective of what they learned in the project. The results show that value-centered team learning could contribute to success in creating a learning environment in which all the participants could learn much from each other through dynamic interaction. Therefore, this study suggests that English teachers should actively participate in PjBL by applying value-centered team learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01