Implementing project-based language teaching in an Asian context: a university EAP writing course case study from Macau

Abstract

Abstract Project-based language teaching (PBLT) provides a number of potential language learning benefits through opportunities for authentic meaningful language use. Previous research has also indicated how PBLT can encourage student motivation and develop learner autonomy. However, mixed findings have been found when implementing PBLT in Asian contexts. The aim of this study was to describe the development of a PBLT project and explore the implementation and student perceptions of this project within an EAP writing course in Macau. The study utilized student questionnaire data (n = 16) and teacher reflections. Results indicated that the project appeared effective at creating opportunities for meaningful interactive language use, and students were comfortable with their autonomous role within the project. Findings also indicated that student motivation, autonomy and learning opportunities were raised through the PBLT approach. These results are discussed in light of the previous research on implementing PBLT in Asian EFL contexts, and further potential improvements to the project used in the current study are explored.

Keywords

• Project based language teaching
• Asia
• Language task
• EAP
• Second language writing