Integrating Project-based Learning into Academic English Writing Class: A Case Study on Doctoral Candidates of Engineering

Abstract

This study aims to explore the necessity and feasibility of integrating project-based learning into academic English writing class for doctoral candidates of engineering. A project-based learning (PBL) teaching mode was proposed and the doctoral candidates' perceptions of the mode were examined by data from interviews and reflection diaries. The results suggest PBL is effective to integrate language, contents and skills learning simultaneously. What’s more, majority of the doctoral candidates have positive perceptions of PBL and their academic writing competence, communication skills, analytical, cooperation and problem-solving skills have been developed through PBL in academic English writing class. Keywords—project-based learning; academic writing; case study; doctoral candidates