Improving Students’ Language Learning through Project-Based Learning Activities

  • Yewande Ukah Babcock University, Nigeria
  • Christian Ayewu Babcock University, Nigeria
  • Priscilla Oworu Covenant University, Nigeria
Keywords: project-based learning, project task, students’ activities

Abstract

This current research aims to (1) find out the improvement of score and quality of students’ project task through project-based learning activities in English classroom, (2) analyze students’ activities in carrying out the project-based learning, and (3) analyze students’ attitudes in English learning through the project-based learning model. This classroom action research was conducted in Isanbi Comprehensive High School at Ilisan-Remo, Nigeria. The research participants were 19 first grade students. They were students who had a lot of problems with the value of project assignments, where the average value they got in the second semester of the 2021/2022 academic year was only 70.42, which belonged to the sufficient category because it did not reach the standard of good category (75). From the result of the research conducted in 2 cycles, it was found that in each cycle there was an average increase with a deviation of 9.27 and increased to the good category. Thus, the researchers concluded that students’ language learning can be improved through project-based learning activities in the first grade junior high school students.

Downloads

Download data is not yet available.

References

Afitska, O. (2016). Scaffolding learning: Developing materials to support the learning of science and language by non-native English-speaking students. Innovation in Language Learning and Teaching, 10(2), 75-89. doi: 10.1080/17501229.2015.1090993

Al-Obaydi, L. H., Nashruddin, N., Rahman, F. F., & Suherman, L. O. A. (2021). The Use of Action Research in EFL Socio-professional Context: Students-teachers’ Perceptions. ELS Journal on Interdisciplinary Studies in Humanities, 4(2), 232-240.

Balaman, U., & Sert, O. (2017). Local Contingencies in L2 Tasks: A Comparison of Context-Sensitive Interactional Achievements across Two Different Task Types. Bellaterra Journal of Teaching and Learning Language and Literature, 10(3), 9-27. doi: https://doi.org/10.5565/rev/jtl3.746

Beaudin, C. (2022). A classroom-based evaluation of the implementation of CLIL for primary school education in Taiwan. English Teaching & Learning, 46, 133–156.

Bellés-Calvera, L. (2018). Teaching Music in English: A Content-Based Instruction Model in Secondary Education. Latin American Journal of Content & Language Integrated-Laclil, 11(1), 109–139.

Berg, B., & Lune, H. (2012). Qualitative research methods for the social sciences. Essex: Pearson Education Limited.

Brinton, D. (2003). Content-based instruction. In D. Nunan (Ed.), Practical English Language Teaching (pp. 199–224). New York: McGraw-Hill.

Cirocki, A., & Farrelly, R. (2016). Research and reflective practice in the EFL classroom: Voices from Armenia. Eurasian Journal of Applied Linguistics, 2(1), 31-56.

Darmawan, E. (2009). Pengaruh Pembelajaran Project Based Learning (PBL) pada Materi Ekosistem terhadap Sikap dan Hasil Belajar Siswa SMAN 2 Malang. (Bachelor), Universitas Negeri Malang, Malang.

Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.

Eliášková, K. (2019). Výuka mateřského jazyka v kontextu etatizace škol aneb Všemvroucně děkujeme upřímným, Zaplať Bůh“. Speciální pedagogika, 29(2), 125–136.

Eyisi, D. (2016). The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in science education curriculum. Journal of Education and Practice, 7(15), 91-100.

Gallagher, F. (2020). Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts. System, 91, 1-13.

Gallardo-del-Puerto, F., & Martínez-Adrián, M. (2014). The incidence of previous foreign language contact in a lexical availability task: A study of senior learners. In R. M. J. Catalán (Ed.), Lexical availability in English and Spanish as a second language (pp. 53–68). New York, NY: Springer.

Giguere, M.-H. (2020). The pedagogical circle: to develop knowledge and teaching practices in current grammar. Bellaterra Journal of Teaching and Learning Language and Literature, 13(3), 1-18. doi: https://doi.org/10.5565/rev/jtl3.849

Jiang, L. (2018). Digital multimodal composing and investment change in learners’ writing in English as a foreign language. Journal of Second Language Writing, 40, 60–72.

Jones, C. (1998). Errors in language learning and use. Essex: Longman.

Lawton, M. (2019). International content and professional educator. Journal of Higher Education Pedagogies(4), 105-118. doi: https://dx.doi.org/10.1080/23752696.2019.1633944

Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. New York: John Wiley & Sons.

Reynolds, B. L., Shieh, J.-J., Ding, C., & Ha, X. V. (2022). Sustained Content Language Teaching: Insights from an ESL and EFL course. International Journal of English Studies, 22(2), 129–154. doi: https://doi.org/10.6018/ijes.507161

Reynolds, B. L., & Yu, M. H. (2018). Addressing the language needs of administrative staff in Taiwan’s internationalised higher education: Call for an English as a lingua franca curriculum to increase communicative competence and willingness to communicate. Language and Education, 32(2), 147–166. doi: 10.1080/09500782.2017.1405017

Richards, J. C. (2001). Situation analysis. In J. C. Richards (Ed.), Curriculum Development in Language Teaching (pp. 90–111). Cambridge: Cambridge University Press.

Roig-Marín, A. (2017). Why should we care about sound symbolism in EFL learning?: Two pilot studies. International Journal of English Studies, 17(1), 17-36. doi: https://doi.org/10.6018/ijes/2017/1/264551

Stillwell, C. (2017). Supporting lecturers and learners in the use of English-medium instruction. In D. M. Brinton & M. A. Snow (Eds.), The content-based classroom: New perspectives on integrating language and content (2nd ed., pp. 228–238). Ann Arbor: University of Michigan Press.

Ur, P. (2012). A course in English language teaching. Cambridge: Cambridge University Press.

Väisänen, S., & Hirsto, L. (2020). How can flipped classroom approach support the development of university students’ working life skills? University teachers’ viewpoint. Education Sciences, 10(12). doi: https://doi.org/10.3390/educsci10120366

Vetrinskaya, V. V., & Dmitrenko, T. A. (2017). Developing students’ sociocultural competence in foreign language classes. Training, Language and Culture, 1(2), 22-39. doi: 10.29366/2017tlc.1.2.2

Published
2023-02-01
How to Cite
Ukah, Y., Ayewu, C., & Oworu, P. (2023). Improving Students’ Language Learning through Project-Based Learning Activities. JELITA, 4(1), 9-23. https://doi.org/10.56185/jelita.v4i1.142
Section
Articles