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

English language teaching (Toronto), 2022-07, Vol.15 (8), p.1

ISSN: 1916-4742 ;EISSN: 1916-4750 ;DOI: 10.5539/elt.v15n8p1

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  • Title:
    English as an International Language Project-Based Learning: A Focus on Young Chinese Learners’ Beliefs
  • Author: Zheng, Xiaoli
  • Subjects: Active Learning ; Authentic Learning ; Cooperative Learning ; Elementary School Students ; English (Second Language) ; Foreign Countries ; Intellectual Development ; Language Teachers ; Likert Scales ; Positive Attitudes ; Reflection ; Rural Schools ; Second Language Instruction ; Second Language Learning ; Student Attitudes ; Student Projects
  • Is Part Of: English language teaching (Toronto), 2022-07, Vol.15 (8), p.1
  • Description: 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.
  • Publisher: Canadian Center of Science and Education Canada
  • Language: English
  • Identifier: ISSN: 1916-4742
    EISSN: 1916-4750
    DOI: 10.5539/elt.v15n8p1
  • Source: Freely Accessible Journals
    ERIC Full Text Only (Discovery)
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