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...

Celý popis

Uloženo v:

Podrobná bibliografie
Vydáno v:	Journal of language teaching, linguistics, and literature Ročník 23; číslo 4; s. 235 - 250
Hlavní autoři:	Yong Xu, Jun, Kuan Kok, Jin, A Rajoo Gerard, Sagaya Raj a/l, Chua Siah, Poh
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Selangor Universiti Kebangsaan Malaysia 01.01.2017
Témata:	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
On-line přístup:	Získat plný text
Tagy:	Přidat tag Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!

Popis
Shrnutí:	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.
Bibliografie:	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