STUDENTS’ ATTITUDES TOWARDS PROJECT-BASED LEARNING 2.0   IN AN ESP COURSE

Lê Thị Khánh Linh

doi:10.34238/tnu-jst.5666

STUDENTS’ ATTITUDES TOWARDS PROJECT-BASED LEARNING 2.0 IN AN ESP COURSE

About this article

Received: 10/03/22 Revised: 25/03/22 Published: 25/03/22

Authors

Le Thi Khanh Linh , TNU - School of Foreign Languages

Abstract

Technological advances, particularly Web 2.0 tools, have been applied widely in courses of English for Specific Purposes (ESP), and ample research has been conducted to discuss the use of these modern tools in ESP classes. Nevertheless, very few studies have dealt with the implementation of Web 2.0 in project-based learning (PBL) practices. To obtain more insights into this issue, this paper aims at exploring learners’ attitudes towards a web 2.0 project in a course of English for Tourism. Specifically, learners were inquired about their perceptions of how the project impacted their language, knowledge, skills and learning motivation. The study adopted an action research cycle in ten weeks and data collection instruments included students’ written and oral reflections as well as questionnaire. It is found that in general, the learners acknowledged positive effects of the project 2.0 on all surveyed areas, especially when it came to vocabulary, writing, specialized knowledge, IT skills and motivation from external sources. The findings of this study are hoped to contribute to the literature of PBL with web 2.0 and facilitate teachers and learners when integrating PBL 2.0 in their courses.

Keywords

Project-based learning; Web 2.0; Attitudes; ESP; Tourism

Full Text:

PDF

References

[1] T. Hutchinson and A. Waters, English for Specific Purposes: A Learning – Centered Approach. Cambridge: Cambridge University Press, 1987.

[2] R. Mackay and A. Mountford, English for Specific Purposes. London: Longman, 1978.

[3] T. Dudley-Evans and M. J. St John, Development in English for Specific Purposes. Cambridge: Cambridge University Press, 1998.

[4] M. J. W. Lee and C. McLoughlin, “Harnessing the affordances of Web 2.0 and social software tools: Can we finally make “student-centered” learning a reality?” In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008 - World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vienna, Jun 30, 2018, Vienna: Association for the Advancement of Computing in Education, 2008.

[5] R. Schrum and B. Levin, Leading 21st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, CA: Corwin, 2009.

[6] L. Bradley, B. Lindstrom, and H. Rystedt, “Rationalities of collaboration for language learning in a wiki,” ReCALL, vol. 22, no. 2, pp. 247-265, 2010.

[7] S. Papadima-Sophocleous and C. Yerou, “Using Wikis in an English for Specific Academic Purposes (ESAP) context: university students’ perceptions and reflections,” Teaching English with Technology, vol. 13, no. 2, pp. 23-54, 2013.

[8] M. Asoodar, M. R. Atai, S. Vaezi, and S. S. Marandi, “Examining effectiveness of
communities of practice in online English for academic purposes (EAP) assessment in
virtual classes,” Computers & Education, vol. 70, pp. 291-300, 2014.

[9] B. Blackstone, J. Spiri, and N. Naganuma, "Pedagogical uses and student
responses," Reflection on English Language Teaching, vol. 6, no. 2, pp. 1-20, 2007.

[10] Y. Gou, “Project – based English as a foreign language education in China,” in Project – Based Second and Foreign Language Education: Past, Present, and Future, G. H. Beckett and P. C. Miller, Eds, North Carolina: Information Age Publishing, pp. 143-158, 2006.

[11] V. K. Nguyen, “Towards Improving ESP Teaching/ learning in Vietnam’s Higher Education Institutions: Integrating Project – Based Learning into ESP Courses,” International Journal of Languages. Literature and Linguistics, vol. 1, no. 4, pp. 227-232, 2015.

[12] A. S. Alsamani and A. S. Daif-Allah, “Introducing Project-based Instruction in the Saudi Classroom: A study in Qassim University,” English Language Teaching, vol. 9, no. 1, pp. 51-64, 2016.

[13] R. A. Cook, L. L. Taylor, and C. H. C. Hsu, Tourism: The business of hospitality and travel (Sixth edition., global edition). Harlow: Pearson Education, 2018.

[14] E. Ferrance, Action research. Providence: Northeast and Islands Regional Educational Laboratory at Brown University, 2000.

[15] K. Ward and G. Duda, “The Role of Student Reflection in Project-based Learning Physics Courses,” In P. V. Engelhardt, A. Churukian and D. L. Jones (Eds.), Proceedings of 2014 PERC, Minneapolis, Jun 30-31, 2014, Minneapolis: American Association of Physics Teachers, 2015, pp. 263-266, 2014.

[16] T. Tskhvitava, “Vocabulary Learning Strategies of English for Specific Purposes Students at
Agricultural University of Georgia,” Journal of Education in Black Sea Region, vol. 2, no. 1, pp.
130-138, 2016.

[17] H. T. T. Nguyen and M. T. T. Pham, “Difficulties in Teaching English for Specific Purposes: Empirical Study at Vietnam Universities,” Canadian Center of Science and Education, vol. 6, no. 2, pp. 154-161, 2016.

DOI: https://doi.org/10.34238/tnu-jst.5666

Refbacks

There are currently no refbacks.



Remember me