Engaging Chinese EFL Students’ Reading Through PBL in a Blended Learning Environment

Abstract

Project-based learning has drawn the attention of language educators in recent years. With technology increasingly becoming an integral part of language education, how technology-enhanced PBL facilitates students’ reading in the Chinese EFL context still needs further exploration. Through a year-long reading project, this study explored the affordances that PBL could provide for Chinese EFL students in their reading engagement. Data include a survey, interviews, and documents, such as videotaped presentations. The problems and challenges in this project’s implementation are also discussed.