English as an International Language Project-Based Learning: A Focus on Young Chinese Learners' Beliefs

Autor/in	Zheng, Xiaoli
Titel	English as an International Language Project-Based Learning: A Focus on Young Chinese Learners' Beliefs
Quelle	In: English Language Teaching, 15 (2022) 8, S.1-12 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Student Attitudes; Student Projects; Active Learning; Rural Schools; Language Teachers; Positive Attitudes; Cooperative Learning; Authentic Learning; Reflection; Intellectual Development; Foreign Countries; Likert Scales; Elementary School Students; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Schulprojekt; Aktives Lernen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Language teacher; Sprachunterricht; Kooperatives Lernen; Mental development; Geistige Entwicklung; Ausland; Likert-Skala
Abstract	This study explored young Chinese learners' beliefs about English as an international language through project-based language learning in a Chinese rural school. Three English teachers and 102 Grade 6 Chinese EFL learners participated in two separate phases. Phase 1 explored how teachers implemented the project-based language learning via classroom observation and semi-structured interviews. The findings from this phase were used to construct the six aspects of the EIL project-based language learning questionnaire in Phase 2. The questionnaire was developed to explore learners' beliefs about EIL and project-based language learning in a Chinese rural school. The questionnaire revealed that the learners strongly believed in learning English as an international language through project-based language learning. Five aspects received similar positive responses, namely, collaboration, authenticity, intellectual challenge and accomplishment, and project management and reflection. However, only the aspect of public product received a more negative response. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01