Does PBL – Project-Based Learning Expert Visit Facilitate the PBL Implementation Process in Undergraduate EFL Classes?

Abstract

In this era of globalization, which is marked by the usage of the Internet, English as the world’s first language plays an important role in almost all spheres. It undoubtedly sets up new demands for English language acquisition (English teaching and learning), and for more professional, 21st-century related English. This paper attempts to investigate whether the undergraduate EFL learners, PBL expert and PBL implemented school visits, before implementing PBL (Project–Based Learning), have a positive effect on students, and assist the formation of positive attitudes towards this style of learning. The study was conducted at TISHK International University, Faculty of Education with 22 first-grade students. The data were collected using pre and post-questionnaires and were analyzed through descriptive and inferential statistics. The research reveals that interaction with a more knowledgeable person (MKP) or being enlightened by competent and motivated experts stimulates learners’ interest in PBL and facilitates the PBL implementation process. The study also shows that the visualization of various, authentic and original specimens of PBL’s projects activates the process of forming positive attitudes towards PBL.

Keywords

• efl (english as a foreign language)
• expert
• project–based learning implementation
• undergraduate efl students