Incorporating Project-Based Language Learning into Distance Learning: Creating a Homepage during Computer-Mediated Learning Sessions

Autor/inn/en	Kato, Fumie; Spring, Ryan; Mori, Chikako
Titel	Incorporating Project-Based Language Learning into Distance Learning: Creating a Homepage during Computer-Mediated Learning Sessions
Quelle	In: Language Teaching Research, 27 (2023) 3, S.621-641 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kato, Fumie) ORCID (Spring, Ryan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820954454
Schlagwörter	Comparative Analysis; Student Projects; Active Learning; Videoconferencing; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Student Motivation; Web Sites; North Americans; Native Language; Intercultural Communication; Cooperative Learning; Speech Communication; Language Fluency; Learning Motivation; Barriers; Program Implementation; International Educational Exchange; Synchronous Communication; Student Attitudes; Undergraduate Students; Japan; North Carolina (Charlotte) + Suchen Sie Ihr Suchwort? Schulprojekt; Aktives Lernen; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Schulische Motivation; Web-Design; Interkulturelle Kommunikation; Kooperatives Lernen; Language skill; Language skills; Sprachkompetenz; Motivation for studies; Lernmotivation; Internationaler Austausch; Schülerverhalten
Abstract	This quasi-experimental study reports on the outcomes of a video-synchronous learning program in which an element of project-based foreign language learning was integrated. The project chosen was to cooperatively create a homepage. American students learning Japanese in the United States and Japanese students learning English in Japan made pairs and communicated in both their native and target languages via Skype to complete the project. The goals of this educational program were to increase intrinsic motivation in learners and improve their target language oral abilities, and identify challenges and problems with implementation. The program was conducted during the spring semester in 2017 and evaluated both quantitatively (via pre- and posttests) and qualitatively (via surveys and reflection papers). The results show that both groups of students had improved their mean length of utterance in their target language, a strong indicator of increased speaking ability. Furthermore, qualitative analysis showed their motivation levels increased as compared to previous similar programs. Although the majority of the students were interested in creating a homepage, there were some technical problems with the homepage creation software. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01