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Bài báo - Tạp chí
25 (2021) Trang: 1-20
Tạp chí: TESL-EJ

The effectiveness of project-based learning (PBL) on language learning outcomes is welldocumented in the literature. However, research on using projects to supplement direct instruction is scarce. This study, thus, is aimed at examining the effects of integrating project work into English skills courses for pre-service teacher training courses in English teaching. The participants were fifty Vietnamese student teachers and two instructors who implemented the project component in their course instruction over two semesters. Three projects were assigned to the students as one additional activity of three courses: Grammar, English for International Communication, and Basic Reading and Writing. The students’ English gain was measured by a pre-test and a post-test on English proficiency, and an interview with both students and teacher educators aimed to collect corroborating evidence on the perceived effects of project activities. The results showed that 90% of the students gained English proficiency at least by one level after one-year of training. They also reported a positive attitude, perceiving the values of project work in generating an authentic language learning environment, and enhancing their motivation, autonomous and collaborative learning skills.

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