EVALUATION OF A PROJECT-BASED LEARNING MODEL IN EFL LEARNING AT TERTIARY LEVEL: UNDERGRADUATES’ VOICES
Main Article Content
Abstract
In the context of this study, a project-based learning (PBL) model has been employed to teach EFL students in a university for three years, since 2022, yet no official research has been done to evaluate its effectiveness as well as the suitability of the model. The present study, therefore, aimed to examine EFL students’ perceived benefits and challenges of this PBL model at tertiary level. A mixed methodology was applied to collect data through a survey questionnaire and written reflections from a sample of 87 C1 level students after they finished their first semester in a public university in Vietnam. The findings showed that PBL had a positive impact on students’ language skills, transferable skills and attributes to a varying extent. The study also revealed certain challenges of PBL implementation including project design and students’ competence related ones. These findings are expected to provide preliminary insights into a PBL model employed for EFL teaching at tertiary level and contribute to the literature on this teaching method.
Keywords
project-based learning (PBL), EFL students, benefits, challenges
Article Details
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