English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China

The perceptions of language teachers on project-based language learning (PBLL) is important as negative perceptions will affect the adoption and promotion of PBLL in a particular English learning context. The educational culture of basic English education in mainland China is teacher, classroom, t...

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Main Authors:	Jun, Yong Xu, Jin, Kuan Kok, Sagaya Raj a/l A Rajoo Gerard, Poh, Chua Siah
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2017
Online Access:	http://journalarticle.ukm.my/12868/ http://journalarticle.ukm.my/12868/ http://journalarticle.ukm.my/12868/1/21352-65602-1-PB.pdf

id	ukm-12868
recordtype	eprints
spelling	ukm-128682019-05-06T21:43:30Z http://journalarticle.ukm.my/12868/ English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China Jun, Yong Xu Jin, Kuan Kok Sagaya Raj a/l A Rajoo Gerard, Poh, Chua Siah The perceptions of language teachers on project-based language learning (PBLL) is important as negative perceptions will affect the adoption and promotion of PBLL in a particular English learning context. The educational culture of basic English education in mainland China is teacher, classroom, textbook and examination-oriented which is opposite to the principles of conducting PBLL, which may cause negative perceptions among language teachers of PBLL. Therefore, this study adopts a mixed methods approach in the investigation of English teachers’ perceptions of PBLL in 9 secondary schools in Ningbo China. A questionnaire survey and semi-structured interviews were employed to gather the relevant data from 265 English teachers. The results of data indicate that: (1) PBLL can be promoted in secondary schools in Ningbo further due to the positive perceptions of PBLL of most of English teachers, but it is proper for English teachers to take PBLL as a supplement to the traditional classroom instruction in English; (2) the educational culture may affect the perceptions of language teachers of PBLL to some extent, but it is not a determinant factor; (3) the social environment factor may affect language teachers’ perceptions of PBLL, such as the economic development and the English education quality of a district. Penerbit Universiti Kebangsaan Malaysia 2017 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/12868/1/21352-65602-1-PB.pdf Jun, Yong Xu and Jin, Kuan Kok and Sagaya Raj a/l A Rajoo Gerard, and Poh, Chua Siah (2017) English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 23 (4). pp. 235-250. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/1059
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	The perceptions of language teachers on project-based language learning (PBLL) is important as negative perceptions will affect the adoption and promotion of PBLL in a particular English learning context. The educational culture of basic English education in mainland China is teacher, classroom, textbook and examination-oriented which is opposite to the principles of conducting PBLL, which may cause negative perceptions among language teachers of PBLL. Therefore, this study adopts a mixed methods approach in the investigation of English teachers’ perceptions of PBLL in 9 secondary schools in Ningbo China. A questionnaire survey and semi-structured interviews were employed to gather the relevant data from 265 English teachers. The results of data indicate that: (1) PBLL can be promoted in secondary schools in Ningbo further due to the positive perceptions of PBLL of most of English teachers, but it is proper for English teachers to take PBLL as a supplement to the traditional classroom instruction in English; (2) the educational culture may affect the perceptions of language teachers of PBLL to some extent, but it is not a determinant factor; (3) the social environment factor may affect language teachers’ perceptions of PBLL, such as the economic development and the English education quality of a district.
format	Article
author	Jun, Yong Xu Jin, Kuan Kok Sagaya Raj a/l A Rajoo Gerard, Poh, Chua Siah
spellingShingle	Jun, Yong Xu Jin, Kuan Kok Sagaya Raj a/l A Rajoo Gerard, Poh, Chua Siah English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China
author_facet	Jun, Yong Xu Jin, Kuan Kok Sagaya Raj a/l A Rajoo Gerard, Poh, Chua Siah
author_sort	Jun, Yong Xu
title	English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China
title_short	English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China
title_full	English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China
title_fullStr	English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China
title_full_unstemmed	English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China
title_sort	english teachers’ perceptions of project-based language learning in secondary schools in ningbo china
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2017
url	http://journalarticle.ukm.my/12868/ http://journalarticle.ukm.my/12868/ http://journalarticle.ukm.my/12868/1/21352-65602-1-PB.pdf
first_indexed	2023-09-18T20:03:34Z
last_indexed	2023-09-18T20:03:34Z
_version_	1777407009038008320

English teachers’ perceptions of project-based language learning in secondary schools in Ningbo China

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