A pilot course with project-based learning in an intensive English program

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
M. Ennis, Kim A. Barchi, Alfonso Merello Astigarraga, Andrew Wimhurst
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引用次数: 3

Abstract

Abstract Intensive language programs have increased in popularity in recent years. They are perceived as a means to help current or prospective university students improve their language competencies and academic skills in their medium(s) of instruction in a short amount of time prior to enrolment and/or parallel to their degree courses. However, there has been little empirical research on practices and efficacies of such programs. This paper presents a pilot project conducted during a pre-sessional intensive English course for first-year students at a trilingual university in Italy. Specifically, the project employed a mixed-method approach to explore the differences between project-based learning (PBL) and the practice of teaching from a coursebook. The results suggest that while there was no difference in learner engagement and learning outcomes between a pilot group which engaged exclusively in PBL and a control group which was taught from a coursebook, the participants expressed particularly positive attitudes to PBL, although they also expressed a desire for more teacher-led instruction. The findings merit further investigation of PBL in this and similar contexts, including the longitudinal effects of PBL and the trialling of different combinations of PBL with explicit and deductive instruction.
英语强化课程中的项目学习试点课程
近年来,语言强化课程越来越受欢迎。他们被认为是一种帮助现在或未来的大学学生在入学前和/或与学位课程并行的短时间内提高他们的语言能力和学术技能的方法。然而,关于此类项目的实践和效果的实证研究很少。本文介绍了意大利一所三语大学一年级学生学期前强化英语课程的试点项目。具体而言,该项目采用混合方法来探索基于项目的学习(PBL)与教科书教学实践之间的差异。研究结果表明,虽然只学习PBL的试验组和只学习教材的对照组在学习者参与度和学习成果方面没有差异,但参与者对PBL表达了特别积极的态度,尽管他们也表达了对更多教师主导教学的渴望。这些发现值得在这种和类似的背景下进一步研究PBL,包括PBL的纵向效应,以及PBL与显性和演绎教学的不同组合的试验。
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来源期刊
Language Learning in Higher Education
Language Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.00
自引率
0.00%
发文量
18
期刊介绍: Language Learning in Higher Education deals with the most relevant aspects of language acquisition at university. The CercleS journal presents the outcomes of research on language teaching, blended learning and autonomous learning, language assessment as well as aspects of professional development, quality assurance and university language policy. Its aim is to increase the quality of language teaching and learning programmes offered by university language centers and other providers in higher education by presenting new models and by disseminating the best results of research activities carried out at language centers and in other higher education departments.
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