Incorporating Project-Based Language Learning (PBLL) in the English for Academic Purposes (EAP) Classroom

Abstract

Project-Based Language Learning (PBLL) is considered a transformative approach which contributes to creating a student-centered language learning classroom, promoting learner autonomy. Specifically, PBLL encourages students to use authentic language in real-time context, tailoring it to suit the intended purpose, without isolating the usage to classroom tasks. Taking this into consideration, the present study was conducted in an English for Academic Purposes Classroom to investigate undergraduates’ perspectives towards PBLL, and the participants were first-year undergraduates following a degree programme related to Social Sciences. In this study, incorporating PBLL, participants were required to conduct a mini project, collecting data through interviews from the community based on a chosen topic. The main purpose of this task was to teach participants the target language through their major, while motivating them to engage in a real-time research experience. In this mixed-method action research, data were collected from the participants through a questionnaire and focus group discussions. The collected data was analyzed statistically and thematically. The findings of the study indicated that participants preferred the project introduced, and they agreed that it was a novel experience, which provided them with first-hand opportunities in learning the fundamentals of conducting interviews whilst improving their knowledge in culture and society. Nevertheless, the participants claimed that the project was a learning experience, in terms of not only improving their language skills, but also improving their knowledge in the major. Thus, it can be concluded that Project-Based Language Learning greatly promotes language acquisition in an authentic context, fostering collaborative learning and autonomy.