An implementation of project‐based learning in an EFL context: Japanese students' and teachers' perceptions regarding team learning.
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| Title: | An implementation of project‐based learning in an EFL context: Japanese students' and teachers' perceptions regarding team learning. |
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| Authors: | Yamada, Hiroshi1 |
| Source: | TESOL Journal. Mar2021, Vol. 12 Issue 1, p1-16. 16p. |
| Subject Terms: | *Project method in teaching, *Object-teaching, *Teaching methods, *Education, *Educational planning |
| Geographic Terms: | Japan |
| Abstract: | Project‐based learning (PjBL) has demonstrated its ability to improve a range of skills in students. However, some studies have reported that English teachers have difficulty activating interaction among all the participants, teachers and students, in a PjBL practice. No studies have empirically investigated how teachers can collaborate in PjBL and how students can engage in interactive learning activities. Therefore, this research demonstrates a PjBL practice led by the notion of value‐centered team learning. A total of 19 teachers collaboratively implemented a year‐long PjBL project with 73 high school students in Japan. The researcher used quantitative and qualitative questionnaires to collect data from students and teachers. Students' responses on their skill development and involvement in the project were statistically analyzed, and supplemented by qualitative analysis of their comments. Teachers' comments were inductively categorized into six categories from the perspective of what they learned in the project. The results show that value‐centered team learning could contribute to success in creating a learning environment in which all the participants could learn much from each other through dynamic interaction. Therefore, this study suggests that English teachers should actively participate in PjBL by applying value‐centered team learning. [ABSTRACT FROM AUTHOR] |
| Copyright of TESOL Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 148928047 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An implementation of project‐based learning in an EFL context: Japanese students' and teachers' perceptions regarding team learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yamada%2C+Hiroshi%22">Yamada, Hiroshi</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22TESOL+Journal%22">TESOL Journal</searchLink>. Mar2021, Vol. 12 Issue 1, p1-16. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Object-teaching%22">Object-teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Project‐based learning (PjBL) has demonstrated its ability to improve a range of skills in students. However, some studies have reported that English teachers have difficulty activating interaction among all the participants, teachers and students, in a PjBL practice. No studies have empirically investigated how teachers can collaborate in PjBL and how students can engage in interactive learning activities. Therefore, this research demonstrates a PjBL practice led by the notion of value‐centered team learning. A total of 19 teachers collaboratively implemented a year‐long PjBL project with 73 high school students in Japan. The researcher used quantitative and qualitative questionnaires to collect data from students and teachers. Students' responses on their skill development and involvement in the project were statistically analyzed, and supplemented by qualitative analysis of their comments. Teachers' comments were inductively categorized into six categories from the perspective of what they learned in the project. The results show that value‐centered team learning could contribute to success in creating a learning environment in which all the participants could learn much from each other through dynamic interaction. Therefore, this study suggests that English teachers should actively participate in PjBL by applying value‐centered team learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of TESOL Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/tesj.519 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1 Subjects: – SubjectFull: Project method in teaching Type: general – SubjectFull: Object-teaching Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Education Type: general – SubjectFull: Educational planning Type: general – SubjectFull: Japan Type: general Titles: – TitleFull: An implementation of project‐based learning in an EFL context: Japanese students' and teachers' perceptions regarding team learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yamada, Hiroshi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 10567941 Numbering: – Type: volume Value: 12 – Type: issue Value: 1 Titles: – TitleFull: TESOL Journal Type: main |
| ResultId | 1 |
