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Implementation of PBL model in academic English language courses: a case study at a university in Vietnam
Author: Minh Vo Thi Hong
Abstract
Project-Based Learning is one of the most effective methods in Communicative Language Approach. It has been adopted in academic English language courses by the end of which students’ results are assessed through projects they are required to accomplish at Vinh university for several years. Apart from evident benefits this educational approach has brought about such as teamwork skills, leadership skills, critical thinking skills, ICT skills, etc, the implementation of this model in academic English language courses has exposed challenges for both students and lecturers. This research aims at exploring primary constraints affecting PBL adoption in academic English language courses at Vinh university. A survey questionnaire and interviews have been used to collect data from 10 teachers and 100 English-majored students who have experienced in such courses. The results show that there have been a number of limitations linked to students’ English proficiency and autonomy, workload, assessment, learning resources. Based on research results, specific recommendations and proposals have been suggested so that the adoption of PBL approach in academic English language courses at tertiary level will be more effective and help to develop students’ abilities comprehensively.
Key words: PBL model, programme learning outcomes (PLO), Course learning objectives (CLO), students’ autonomy, students’ proficiency, workload, assessment,
