调查EFL学生参与基于项目的演讲活动:从一个多维的角度来看
Jianer Zhong1, Lilliati Ismail2, Yueqiao Lin1
1Department of Foreign Languages, Yangjiang Polytechnic, Yangjiang, Guangdong, China.
Frontiers in psychology
|July 10, 2025
概括
基于项目的学习 (PBL) 显著提高了学生在情感,行为和认知方面的参与度. 然而,PBL并没有显著改善代理人的参与,建议调整以增加学生在英语作为外语 (EFL) 设置中的自主权.
科学领域:
- 教育心理学教育心理学
- 教学设计的教学设计.
背景情况:
- 学生的参与对于学业成功至关重要.
- 基于项目的学习 (PBL) 是一种旨在加强参与的教学方法.
- PBL对不同参与层面的影响需要进一步研究.
研究的目的:
- 调查PBL对学生行为,情感,认知和代理层面的参与的影响.
- 在EFL背景下比较PBL与传统教学方法.
主要方法:
- 对96名理工学院一年级学生进行了一项准实验性的混合方法研究.
- 参与者被分为一个实验PBL组和一个控制传统教学组.
- 数据是通过问卷和采访收集的.
主要成果:
- PBL显著改善了情绪,行为和认知参与.
- 没有观察到PBL对代理参与的显著影响.
- 学生对PBL的满意度很高,他们注意到兴趣增加,专注和积极的学习贡献.
结论:
- PBL显示出强大的潜力,以增强学生参与的多个维度在EFL设置.
- 可能需要进行教学修改,以促进PBL中的代理参与和学生自主权.
- 调查结果为教育工作者在EFL教室中实施PBL提供了实际指导.
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