A "Guide du Routard" Simulation: Increasing Self-Efficacy in the Standards through Project-Based Learning

Autor/in	Mills, Nicole
Titel	A "Guide du Routard" Simulation: Increasing Self-Efficacy in the Standards through Project-Based Learning
Quelle	In: Foreign Language Annals, 42 (2009) 4, S.607-639 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/j.1944-9720.2009.01046.x
Schlagwörter	Student Projects; Self Efficacy; Second Language Instruction; Second Language Learning; Active Learning; Teaching Methods; Sequential Approach; French; Standards; Cultural Awareness; Comparative Analysis; Instructional Effectiveness; Statistical Analysis; Computer Simulation; College Students + Suchen Sie Ihr Suchwort? Schulprojekt; Self-efficacy; Selbstwirksamkeit; Fremdsprachenunterricht; Zweitsprachenerwerb; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schrittfolge; Französisch; Standard; Cultural identity; Kulturelle Identität; Unterrichtserfolg; Statistische Analyse; Computergrafik; Computersimulation; Collegestudent
Abstract	Project-based learning (PBL) is described as a student-centered approach to learning in which students collaborate on sequential authentic tasks and develop a final project. Through opportunities to integrate both language and content learning, PBL practitioners suggest that meaningful language use and purposeful communication are fostered (Sheppard & Stoller, 1995; Stoller, 2006). Despite its numerous cited advantages, there are no known empirical studies evaluating the influence of PBL on the self-efficacy of foreign language learners. The purpose of this study was to evaluate how project-based learning influenced the development of false beginner French students' self-efficacy, or perceived competence, in the five goal areas of the Standards for Foreign Language Learning. Significant improvement was found in students' self-efficacy in the areas of Communication, Cultures, Connections, Comparisons, and Communities after participation in the PBL curriculum. (Contains 8 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10