A Pilot Course with Project-Based Learning in an Intensive English Program

Autor/inn/en	Ennis, Michael Joseph; Barchi, Kim Anne; Merello Astigarraga, Alfonso; Wimhurst, Andrew
Titel	A Pilot Course with Project-Based Learning in an Intensive English Program
Quelle	In: Language Learning in Higher Education, 12 (2022) 1, S.57-85 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2022-2047
Schlagwörter	Intensive Language Courses; Student Projects; Positive Attitudes; Second Language Learning; Second Language Instruction; English (Second Language); Learner Engagement; Comparative Analysis; Multilingualism; Foreign Countries; Language of Instruction; Undergraduate Students; Outcomes of Education; Teaching Methods; Active Learning; Pilot Projects; Italy + Suchen Sie Ihr Suchwort? Intensivkurs; Sprachkurs; Schulprojekt; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Mehrsprachigkeit; Multilingualismus; Ausland; Teaching language; Unterrichtssprache; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Pilot project; Modellversuch; Pilotprojekt; Italien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01