The Effects of Project-Based Learning on Students’ English Language Ability

Abstract

Education is a crucial factor when it comes to preparing the next generation to face the ever changing future. Old-fashioned learning styles in classroom-based education is questionable and lacking in providing the necessary tools needed by the students to survive in the ever growing intricacy in our lives and societies. Numerous researches in the learning methods have unlocked new views in Project-Based Learning. Project-Based Learning (PBL) is a student-centered teaching that involves a dynamic classroom approach in which the students acquire a deeper knowledge through active exploration of real-world challenges and problems. Several studies have revealed project-based instruction as being capable of providing English language learners with prospects for comprehensible output and integrated language learning. This study is designed to analyze the effectiveness of PBL on students’ English language ability and to analyze students’ perceptions of PBL. The study employed both quantitative and qualitative research methods. T-test is used to analyze the effectiveness of PBL on students’ English language skills, while a questionnaire form is used to analyze students’ perceptions of PBL. The population of the study consists of 81 3rd year English major students, Faculty of Education, Suan Sunandha Rajabhat University, Bangkok. Data obtained from T-test and the questionnaire form revealed positive effects of PBL on students’ English language ability. 80% of the students scored above average in the post-test compared to only 20% in the pre-test. Majority of the subjects resolved that PBL has improved their critical thinking ability, independent study skill, personal and social responsibility, and strong communication skills. The outcomes of the study is a great pointer for ESL educators to deploy Project-Based Learning as a teaching methodology to enhance students English language ability.