Employing PBL instruction to enhance learning effectiveness on English grammar

• Main Authors: Fei-Ching Ho, 何妃卿
• Other Authors: Mei-Hua Chen
• Format: Others
• Language: en_US
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/48442684305722780319

碩士 === 文藻外語學院 === 外語文教事業發展研究所 === 101 === While the project-based learning (PBL) has been proved an effective learning process in the field of nature science for many years, its implementation on English grammar learning is relatively unexplored. Therefore, this research attempted to conduct a quantitative investigation on if PBL is an effective way for learning English grammar, and also compared with that of the whole-class teaching (WCT), a commonly-seen teaching method. Aside from the learning achievement, a qualitative research was undertaken to examine the students’ learning perceptions between these two different pedagogies. The participants were from a vocational school in southern Taiwan. Seventy eight comprehensive high school students were involved separately in two groups, randomly assigned as the control group and the experimental group. The achievement tests and questionnaires were collected for further data analysis. The findings suggest that both PBL and whole-class teaching do have positive influences on students’ grammar learning, but there was no significant difference between these two groups, which might result from the teacher’s teaching traits. However, the assumption leads to a further investigation. As for the findings from the students’ perceptions, the results showed that the PBL group performed better in self-efficacy for learning and performance together with peer-learning, and that most of students replied positively toward both PBL and WCT instructions.