Project-Based Learning In Higher Vocational English Teaching: An Action Research

Project-based learning(PBL)is a learner-centered teaching method.In the course of PBL,students solve authentic problems and complete project tasks to acquire knowledge and skills.In recent years,PBL has been widely used in higher vocational courses.The application of PBL in higher vocational English teaching is not very common.It remains to be discussed whether PBL can have a positive effect on English teaching in higher vocational colleges.This study is to discuss and explore the practice and application of PBL in higher vocational English teaching.The research aims to find out whether PBL promotes learner's English learning and investigate how PBL facilitates students' English learning.Specific research questions include: 1.Can PBL promote students' proficiency in higher vocational English teaching? 2.How does PBL facilitate students' English learning and attitudes? 3.What issues are needed to be addressed in the process of PBL practice? This study is an action research.The main purpose of action research is to solve problems in foreign language practice through actions so as to improve the quality of foreign language teaching.This study followed Norton's five-step action research model to study the practice of PBL in higher vocational English teaching.The action research steps included: identifying a problem,thinking of ways to tackle the problem,implementing,evaluating,and modifying future practice.The study subjects were 85 students from two classes.The study lasted for one year and included two rounds of action research.The first round of action research aimed at the problems existing in higher vocational English teaching,and proposed PBL as the solution.The second round of action research made some improvements to PBL aiming to address the problems in the first round of action research.After a year of PBL practice,interviews and questionnaire survey were conducted among students.Teaching journals and students' pretest and posttest results were collected.Data from interviews,questionnaire survey,and pretest and posttest results showed that PBL has promoted the development of students' language learning.PBL has also improved students' attitudes towards language learning,especially their attitudes to autonomous and cooperative learning.The improvement of attitudes promotes students' English learning.In higher vocational English project teaching,students are engaged in authentic tasks and using authentic language,and students complete their projects by learning the content and knowledge.PBL provides students with meaningful language input and output,enabling them to integrate language skills including listening,speaking,reading and writing;PBL provides students with the opportunity to study autonomously,and it is a cooperative learning mode.These elements help to facilitate students' English learning.Analysis from the teaching journals suggested that PBL presents greater challenge to teachers compared with traditional teaching mode,and PBL raises higher requirements for teachers' knowledge capacity and comprehensive ability.In the process of PBL practice,it is needed to consider how to combine PBL with the higher vocational English curriculum standard.The issues of teacher's role and professional development also need to be solved.This study proved that PBL has strengthened students' language learning,enhanced their autonomous and cooperative learning,and improved their attitudes towards language learning.PBL is an effective teaching mode for higher vocational English teaching.