An Empirical Study of Learners Agency and Identity in Project-based Learning

Abstract

This paper aims to explore the status quo and changing situation of Chinese college Student’ agency, identity and attitude in Project-based Learning (PBL). Based on the activity theory, a 12-week classroom project teaching empirical study was conducted on a class of 40 students in a Chinese university. The following conclusions were drawn through classroom observation, semi-structured interviews, and student reflection diaries: 1) Students’ self-identity is influenced by project team rules and division of labor; 2) Group collaboration activities contribute to the English learning agency of the students in the study. Through the use of tools, students participate in the division of labor and complete their tasks with stronger motivation as well as clear purpose; 3) Students’ participation, self-identity and initiative are enhanced and more positive attitude is adopted. The project teaching method can effectively combine the in-class and after-class learning, and strengthen students' learning initiative.