Application Of PBL In Higher Vocational College English Teaching

Project-based learning (PBL), a learning environment in which projects drive learning, has been successfully used in various courses in the educational programs of different disciplines. However, presently in China, among those researches concerning PBL, few of them are concerning foreign language teaching; and even fewer could be found whose concerns have been raised as to the breadth of the content covered and, in particular, whether PBL can be applied to General English course in the higher vocational college. This paper describes the process of designing and using the PBL methodology in teaching General English course in the higher vocational college, based on the authors’ reflections and student feedback. The present study also attempts to examine the effectiveness of implementing PBL in GE course in a higher vocational college, and its influence on students’academic achievements and problem-solving skills.The main questions addressed in this study are:1. Is there any difference in students’ academic achievements when PBL mode is used compared with conventional teaching mode?2. Is there any difference in students’ problem-solving skills when PBL mode is used compared with conventional teaching mode?3. Is there any difference in students’ learning motivation when PBL mode is used compared with conventional teaching mode?To better understand the complexity of the implementation of project-based pedagogy, and to promote this teaching method in GE course in Chinese higher vocational colleges, the author conducted an experiment of PBL for GE course in Wuhan Vocational College of Software and Engineering. The subjects were freshmen of2011year who were majored in Computer Network. According to the author, the significances of the study were that:theoretically, it aims at offering a systematic way of increasing students’ interests and involvement in GE class in higher vocational college, which has been a central issue in the learner-centered classroom; Practically, it is assumed to be able to find some practical implications or solutions to the use of PBL in GE class in higher vocational colleges. After the two-term PBL experiment, by analyzing and discussing the data collected during the experiment, the author came to the following conclusions:When applied in the General English course in the higher vocational college,1. PBL seems to be equivalent or slightly better than the conventional mode instruction for producing gains in general academic achievements.2. PBL is a more effective method of instruction than traditional methods, especially on students’ acquisition of critical thinking skills and problem-solving skills.3. PBL can bring about beneficial consequences as increased attendance, self-confidence, and improved attitudes towards learning.4. The effectiveness of PBL depends, to a great extent, on the incorporation of a range of teacher interventions and supports to the students.However, during the research process, many problems and shortages were also found. The author had to construct the whole instructional model almost completely on her own without guidance, texts, resource materials, or support and was caught in a vulnerable position, lacking information on what PBL practices are most productive, and an overall framework to guide the planning and collaborations. Presently, the disconnection between PBL research and practice is obvious. So the following kinds of future research are suggested:evidence of the effectiveness of PBL in comparison to other methods; research on procedures for planning, implementing, and managing PBL that are associated with student learning and achievement; research on the institutionalization of PBL and on PBL-based whole school change.