English Teachers’ Perceptions of Project-based Language Learning in Secondary Schools in Ningbo China

The perceptions of language teachers on project-based language learning (PBLL) is important as negative perceptions will affect the adoption and promotion of PBLL in a particular English learning context. The educational culture of basic English education in mainland China is teacher, classroom, tex...

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Veröffentlicht in:Journal of language teaching, linguistics, and literature Jg. 23; H. 4; S. 235 - 250
Hauptverfasser: Yong Xu, Jun, Kuan Kok, Jin, A Rajoo Gerard, Sagaya Raj a/l, Chua Siah, Poh
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Selangor Universiti Kebangsaan Malaysia 01.01.2017
Schlagworte:
Classrooms
Cultural factors
Cultural identity
Cultural instruction
Culture
Economic development
Economic factors
Education
Emotions
English as a second language
English as a second language instruction
English as a second language learning
English language
English teachers
Language
Language acquisition
Language teachers
Language teaching methods
Language textbooks
Learning
Learning environment
Perceptions
Polls & surveys
Project-based learning
Quality of education
Secondary education
Secondary schools
Simplified language
Social environment
Social factors
Teacher attitudes
Teachers
Teaching
China
Ningbo China
ISSN:0128-5157, 2550-2247, 0128-5157
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Zusammenfassung:The perceptions of language teachers on project-based language learning (PBLL) is important as negative perceptions will affect the adoption and promotion of PBLL in a particular English learning context. The educational culture of basic English education in mainland China is teacher, classroom, textbook and examination-oriented which is opposite to the principles of conducting PBLL, which may cause negative perceptions among language teachers of PBLL. Therefore, this study adopts a mixed methods approach in the investigation of English teachers’ perceptions of PBLL in 9 secondary schools in Ningbo China. A questionnaire survey and semi-structured interviews were employed to gather the relevant data from 265 English teachers. The results of data indicate that: (1) PBLL can be promoted in secondary schools in Ningbo further due to the positive perceptions of PBLL of most of English teachers, but it is proper for English teachers to take PBLL as a supplement to the traditional classroom instruction in English; (2) the educational culture may affect the perceptions of language teachers of PBLL to some extent, but it is not a determinant factor; (3) the social environment factor may affect language teachers’ perceptions of PBLL, such as the economic development and the English education quality of a district.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0128-5157
2550-2247
0128-5157
DOI:10.17576/3L-2017-2304-18