Project-based EFL learning at the tertiary level: Research, translation, creativity and interaction

Yıl 2022, Cilt: 11 Sayı: 3, 162 - 182, 31.07.2022

Elif Kemaloğlu Er

https://doi.org/10.19128/turje.1061653

Cited By: 3

Öz

Project-based learning (PBL) involves real-life-based use of investigative, interactive and creative tasks that extend beyond the classroom and culminate in authentic products. PBL can be used as a means to promote tertiary-level EFL learning, yet there is little research on the issue in Turkish higher education contexts. This study develops a PBL model with research, translation, creativity and interaction components for tertiary-level EFL preparatory class students and investigates its perceived effectiveness. The data were collected by questionnaires and interviews and analyzed through statistical and thematic analyses. The findings showed that there were significant differences in the students’ perceived competence in oral presentation skills, speaking fluency, speaking confidence, creativity in writing, creativity in visual or audiovisual output production, and time management before and after the treatment. Besides, thanks to PBL, the students were stated to experience research writing and translation. However, the PBL process was also found to be challenging due to the heavy workload. It is suggested the model be used in all kinds of EFL contexts including tertiary-level classes.

Anahtar Kelimeler

English language teaching, English preparatory classes, Project-based EFL learning, Project-based learning, Real-life-based learning, Tertiary education

Destekleyen Kurum

Adana Alparslan Türkeş Science and Technology University Scientific Research Coordination Unit

Proje Numarası

18131002

Teşekkür

This work was supported by Adana Alparslan Türkeş Science and Technology University Scientific Research Coordination Unit - Project Number: 18131002. I would like to thank them for their support.

Yükseköğrenim düzeyinde proje tabanlı yabancı dil olarak İngilizce öğrenimi: Araştırma, çeviri, yaratıcılık ve etkileşim

Öz

Proje tabanlı öğrenme, sınıf dışına uzanan ve özgün ürünlerle sonuçlandırılan araştırma içerikli, iletişimsel ve yaratıcı görevlerin gerçek hayat temelli olarak kullanımını içerir. Proje tabanlı öğrenme yükseköğrenim düzeyinde yabancı dil olarak İngilizce öğrenimini ilerletecek bir araç olarak kullanılabilir ancak bu konuda Türk yükseköğrenim bağlamlarında az sayıda araştırma vardır. Bu çalışma yükseköğrenim düzeyinde yabancı dil olarak İngilizce öğrenen hazırlık öğrencileri için araştırma, çeviri, yaratıcılık ve etkileşim ögelerini içeren bir proje tabanlı öğrenme modeli geliştirmekte ve modelin algılanan etkinliğini araştırmaktadır. Veriler anketler ve mülakatlar aracılığıyla toplanmış ve istatiksel ve tematik analizler yoluyla analiz edilmiştir. Sonuçlar uygulama öncesi ve sonrasında öğrencilerin sözlü sunum becerileri, konuşma akıcılığı, konuşma özgüveni, yazımda yaratıcılık, görsel ya da görsel-işitsel ürün üretmedeki yaratıcılık ve zaman yönetimine ilişkin algılanan yeterliliklerinde önemli farklar olduğunu ortaya koymuştur. Ayrıca, öğrencilerin araştırma yazımı ve çeviriyi proje tabanlı öğrenme sayesinde deneyimlediği belirtilmiştir. Ancak proje tabanlı öğrenme süreci ağır iş yükü nedeniyle zorlayıcı da bulunmuştur. Modelin yükseköğrenim düzeyindeki sınıflar dahil, yabancı dil olarak İngilizce öğretilen her çeşit bağlamda kullanılması tavsiye edilmiştir.

Anahtar Kelimeler

Gerçek yaşam tabanlı öğrenme, İngilizce dil öğretimi, İngilizce hazırlık sınıfları, Proje tabanlı öğrenme, Proje tabanlı yabancı dil olarak İngilizce öğrenimi, Yükseköğrenim eğitimi

Proje Numarası

18131002

Kaynakça

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