English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China
The perceptions of language teachers on project-based language learning (PBLL) is important as negative perceptions will affect the adoption and promotion of PBLL in a particular English learning context. The educational culture of basic English education in mainland China is teacher, classroom, t...
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| Language: | en |
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Penerbit Universiti Kebangsaan Malaysia
2017
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| Online Access: | http://journalarticle.ukm.my/12868/1/21352-65602-1-PB.pdf http://journalarticle.ukm.my/12868/ http://ejournal.ukm.my/3l/issue/view/1059 |
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| author | Jun, Yong Xu Jin, Kuan Kok Sagaya Raj a/l A Rajoo Gerard, Poh, Chua Siah |
| author_facet | Jun, Yong Xu Jin, Kuan Kok Sagaya Raj a/l A Rajoo Gerard, Poh, Chua Siah |
| author_sort | Jun, Yong Xu |
| building | Tun Sri Lanang Library |
| collection | Institutional Repository |
| content_provider | Universiti Kebangsaan Malaysia |
| content_source | UKM Journal Article Repository |
| continent | Asia |
| country | Malaysia |
| description | The perceptions of language teachers on project-based language learning (PBLL) is important as negative
perceptions will affect the adoption and promotion of PBLL in a particular English learning context. The
educational culture of basic English education in mainland China is teacher, classroom, textbook and
examination-oriented which is opposite to the principles of conducting PBLL, which may cause negative
perceptions among language teachers of PBLL. Therefore, this study adopts a mixed methods approach in the
investigation of English teachers’ perceptions of PBLL in 9 secondary schools in Ningbo China. A
questionnaire survey and semi-structured interviews were employed to gather the relevant data from 265
English teachers. The results of data indicate that: (1) PBLL can be promoted in secondary schools in Ningbo
further due to the positive perceptions of PBLL of most of English teachers, but it is proper for English teachers
to take PBLL as a supplement to the traditional classroom instruction in English; (2) the educational culture
may affect the perceptions of language teachers of PBLL to some extent, but it is not a determinant factor; (3)
the social environment factor may affect language teachers’ perceptions of PBLL, such as the economic
development and the English education quality of a district. |
| format | Article |
| id | my-ukm.journal.12868 |
| institution | Universiti Kebangsaan Malaysia |
| language | en |
| publishDate | 2017 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| record_format | eprints |
| spelling | my-ukm.journal.128682019-05-06T21:43:30Z http://journalarticle.ukm.my/12868/ English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China Jun, Yong Xu Jin, Kuan Kok Sagaya Raj a/l A Rajoo Gerard, Poh, Chua Siah The perceptions of language teachers on project-based language learning (PBLL) is important as negative perceptions will affect the adoption and promotion of PBLL in a particular English learning context. The educational culture of basic English education in mainland China is teacher, classroom, textbook and examination-oriented which is opposite to the principles of conducting PBLL, which may cause negative perceptions among language teachers of PBLL. Therefore, this study adopts a mixed methods approach in the investigation of English teachers’ perceptions of PBLL in 9 secondary schools in Ningbo China. A questionnaire survey and semi-structured interviews were employed to gather the relevant data from 265 English teachers. The results of data indicate that: (1) PBLL can be promoted in secondary schools in Ningbo further due to the positive perceptions of PBLL of most of English teachers, but it is proper for English teachers to take PBLL as a supplement to the traditional classroom instruction in English; (2) the educational culture may affect the perceptions of language teachers of PBLL to some extent, but it is not a determinant factor; (3) the social environment factor may affect language teachers’ perceptions of PBLL, such as the economic development and the English education quality of a district. Penerbit Universiti Kebangsaan Malaysia 2017 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/12868/1/21352-65602-1-PB.pdf Jun, Yong Xu and Jin, Kuan Kok and Sagaya Raj a/l A Rajoo Gerard, and Poh, Chua Siah (2017) English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 23 (4). pp. 235-250. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/1059 |
| spellingShingle | Jun, Yong Xu Jin, Kuan Kok Sagaya Raj a/l A Rajoo Gerard, Poh, Chua Siah English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China |
| title | English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China |
| title_full | English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China |
| title_fullStr | English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China |
| title_full_unstemmed | English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China |
| title_short | English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China |
| title_sort | english teachers’ perceptions of project-based language learning in secondary schools in ningbo china |
| url | http://journalarticle.ukm.my/12868/1/21352-65602-1-PB.pdf http://journalarticle.ukm.my/12868/ http://ejournal.ukm.my/3l/issue/view/1059 |
| url_provider | http://journalarticle.ukm.my/ |