Factors influential to EFL Teachers’ willingness To implement project-based learning In high school : Master of education program: Principles and methods in English language education
Teaching and learning English in non-native English-speaking countries, especially in Vietnam, always attract a great deal of attention from educators and researchers. English teachers are encouraged to use new methods and approaches so that students can fully benefit in his or her learning process....
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| Tác giả chính: | |
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| Định dạng: | Sách |
| Ngôn ngữ: | Undetermined |
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Cần Thơ
Trường Đại học Cần Thơ
2020
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| Những chủ đề: | |
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| Thư viện lưu trữ: | Trung tâm Học liệu Trường Đại học Cần Thơ |
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| LEADER | 02743nam a2200217Ia 4500 | ||
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| 001 | CTU_239021 | ||
| 008 | 210402s9999 xx 000 0 und d | ||
| 082 | |a 428.0711 | ||
| 082 | |b Nh300 | ||
| 088 | |a 8140111 | ||
| 100 | |a Hà, Thanh Nhi | ||
| 245 | 0 | |a Factors influential to EFL Teachers’ willingness To implement project-based learning In high school : | |
| 245 | 0 | |b Master of education program: Principles and methods in English language education | |
| 245 | 0 | |c Hà Thanh Nhi ; Nguyễn Văn Lợi (suprervisor) | |
| 260 | |a Cần Thơ | ||
| 260 | |b Trường Đại học Cần Thơ | ||
| 260 | |c 2020 | ||
| 520 | |a Teaching and learning English in non-native English-speaking countries, especially in Vietnam, always attract a great deal of attention from educators and researchers. English teachers are encouraged to use new methods and approaches so that students can fully benefit in his or her learning process. Project -based learning (PBL) is one of the teaching methods which was recently integrated into the English curriculum. Although this method brings huge advantages in terms of improving students’ both academic performances and their social skills, the fact is that not all teachers can implement this teaching method effectively in their classroom settings, and sometimes they may feel frustrated with PBL. Therefore, this study aims to figure out EFL teachers’ perceptions of factors related to implementing PBL and the factors they perceive that encourage and discourage them to implement PBL in their classroom settings. The participants were sixty-three EFL teachers from twenty-five high schools in both rural and urban areas of Mekong Delta, Vietnam. Questionnaire and interview were utilized to collect data for this study. Data analysis from SPSS statistics revealed the participants’ perceptions towards ten factors in PBL including PBL values, PBL knowledge, Teacher IT skills, Students IT skills, PBL assessment, Resources, Time management, Group management, Students skills, and Support. Among the ten listed factors, three of them were evaluated as encouraging ones (PBL values, PBL knowledge, and Teacher IT skills) while the others were discouraging factors in PBL implementation. The qualitative data give more insights to the second research questions about encouraging and discouraging factors in PBL implementation. From the results, useful implications for successful implementation of PBL can be made so that this method can be more frequently used and become a feasible one in the Vietnamese educational context. | ||
| 650 | |a Tiếng Anh,English language | ||
| 650 | |x Dạy và học,Study and teaching | ||
| 980 | |a Trung tâm Học liệu Trường Đại học Cần Thơ | ||