Speaker
Description
This study examined how oral presentation motivation and goal orientations influence L2 oracy and SEL competencies among Taiwanese EFL students in project-based learning contexts. PBL's collaborative inquiry, problem-solving, and iterative revision cycles provided opportunities for competency development. Results suggest high interest combined with academic goals may predict presentation skills, while motivation and wellbeing goals appeared to enhance SEL competencies. Findings indicate PBL contexts support skills for navigating diverse academic and life contexts.
Short summary
This study examined how oral presentation motivation and goal orientations influence L2 oracy and SEL competencies among Taiwanese EFL students in project-based learning contexts. PBL's collaborative inquiry, problem-solving, and iterative revision cycles provided opportunities for competency development. Results suggest high interest combined with academic goals may predict presentation skills, while motivation and wellbeing goals appeared to enhance SEL competencies. Findings indicate PBL contexts support skills for navigating diverse academic and life contexts.
Keywords
Project-based learning; Social emotional learning; L2 oracy; situated expectancy-value model
Special scheduling requests
It would be great if I could present on Saturday, so that I can return back home on Sunday. Many thanks in advance.
Abstract
Social emotional learning (SEL) extends beyond traditional academic performance to encompass emotional management and relationship skills relevant to learners' future academic and career pathways (Jagers et al., 2019). This study examined oral presentation (OP) instruction integrated with SEL development through project-based learning (PBL), exploring their interrelations with motivation and goal orientation among Taiwanese EFL Grade 11 students (N=80). PBL may offer affordances for language and SEL development through collaborative inquiry, authentic problem-solving, and iterative processes (Jagers et al., 2019). The three PBL courses featured sustained investigation of real-world issues, student voice and choice, peer critique and revision cycles, and public presentations. These design elements provided contexts for developing both OP competencies: content knowledge, organization, delivery, language control, and question fielding (Lin, 2024); and SEL competencies including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. OP motivation encompassed interest value, utility value, and expectancy for success (Eccles & Wigfield, 2024), while goal orientations included academic, wellbeing, and no-goal types (Kim et al., 2023).
MANCOVA results revealed a three-way interaction effect on two OP competencies. Follow-up analyses suggested that high OP interest combined with academic goals may predict videotaped delivery and language control. Two main effects emerged: OP motivation and wellbeing goals appeared to positively influence SEL self-awareness, self-management, and responsible decision-making. Findings suggest that both OP and SEL competencies may be malleable within PBL contexts. This approach offers insights into how community-based learning environments integrating real-world tasks might support development of practical competencies for navigating diverse academic and life contexts.
References
Eccles, J. S., & Wigfield, A. (2024). The development, testing, and refinement of Eccles, Wigfield, and colleagues' situated expectancy-value model of achievement performance and choice. Educational Psychology Review, 36, 51. https://doi.org/10.1007/s10648-024-09888-9
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184. https://doi.org/10.1080/00461520.2019.1623032
Kim, Y. E., Yu, S. L., Wolters, C. A., & Anderman, E. M. (2023). Self-regulatory processes within and between diverse goals: The multiple goals regulation framework. Educational Psychologist, 58(2), 70-91.
Lin, M. C. (2024). Exploring the effects of argumentation-based inquiry in dual-language courses on EFL students' oral presentation skills and willingness-to-communicate. Cogent Education, 11(1), 2429873.
| Scheduling preference | Anytime on Saturday |
|---|---|
| Title | Developing L2 Oracy and SEL via Motivational Effects in PBL Contexts |