Speakers
Description
This presentation examines how project-based learning (PBL) in a Japanese university EFL course supports the development of 21st-century competencies. Across three projects that focused on real-world tasks, students used English for research, collaboration, problem-solving, and dissemination of their work. Questionnaires, outcomes, and interview data indicate the enhancement of important 21st-century and language skills. The study also highlights design, management, and assessment challenges, and offers implications for the design and implementation of PBL in EFL contexts.
Keywords
Project-based Learning, 21st-century skills
Short summary
This presentation examines how project-based learning (PBL) in a Japanese university EFL course supports the development of 21st-century competencies. Across three projects that focused on real-world tasks, students used English for research, collaboration, problem-solving, and dissemination of their work. Questionnaires, outcomes, and interview data indicate the enhancement of important 21st-century and language skills. The study also highlights design, management, and assessment challenges, and offers implications for the design and implementation of PBL in EFL contexts.
Abstract
Project-based Learning (PBL) can be an effective approach to create student-centered learning that has numerous benefits in the language classroom (Moreau, 2023). This presentation investigates how PBL in an English as a Foreign Language (EFL) context at a Japanese university fosters the development of 21st-century skills. Kimura and Tatsuno (2017) stated that the important skills for Japanese students include critical thinking, collaboration, digital literacy, intercultural communication, and creativity. This study describes three projects carried out over the academic year by first-year students in an advanced English course that focus on real-world tasks, such as open-campus presentations, a student magazine, and video vlogs showcasing student work in a public university space. These projects require students to use English as a tool for research, collaboration, problem-solving, and the public dissemination of their work in authentic contexts. Data was collected through pre- and post-project student questionnaires, analysis of project outcomes, and focus group interviews. Findings show that engagement with real-world tasks developed important 21st-century skills as well as an increased confidence in using English for meaningful purposes and a greater awareness of their roles as autonomous learners. The study also identifies challenges, including task design and process management, grading, and varying degrees of student engagement depending on the project. The presentation will discuss how carefully scaffolded, authentic PBL tasks can effectively promote language learning and the development of 21st-century competencies in Japanese university EFL settings, and will offer practical implications and an opportunity to discuss project design and management, and student assessment.
References
Kimura, D., & Tatsuno, M. (2017). Advancing 21st-century competencies in Japan. Asia Society: Center for Global Education, 1-37.
Moreau, R. (2024). Piloting PBL in a First-year University Global Issues Class. In B. Lacy, R. P. Lege, & P. Ferguson (Eds.), Growth Mindset in Language Education. JALT. https://doi.org/10.37546/ JALTPCP2023-35
| Scheduling preference | Anytime on Saturday |
|---|---|
| Title | The Development of 21st-century Skills Through EFL Project-based Learning |