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Reflective Practice in Project-based Culture Learning: Content and Quality of Reflection

김미경
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2019.12|영어교육연구 (English Language Teaching)|제31권 제4호|pp. 67-94|DOI 10.17936/pkelt.2019.31.4.004

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참고문헌

키워드

reflective practiceproject-based learningstudent-driven inquiryculture learningEnglish and presentation skills
주제분류영어와문학

초록

Culture learning (CL) needs alternatives beyond traditional teacher-transmitted approaches for reflective practice and intercultural development. This study explored the potential of projectbased learning (PBL) as an alternative CL to practice reflection through student-driven inquiry. Specifically, the study examined content and quality of reflection, adapting two conceptual frameworks: focusing areas of reflection-public theory, private theory, feelings, action plan, and feedback (Bain, Ballantyne, Packer, & Mills, 1999) and reflective indicators-‘additional perspectives’; ‘own values’; and ‘larger contexts’ (Jay & Johnson, 2002). The study used three data sources from eleven students: journals, written reflections, and interviews. The results showed as follows. First, PBL helped the students focus on four contents of reflection other than public theory (i.e., non-reflection): private theory particularly while problematizing cultural topics; feelings about student-centered inquiry toward knowledge construction and insights into cultural content; action plans to pursue deeper cultural knowledge, overall language proficiency, and plans of PBL classes in future classrooms; and communication with teacher such as seeking views on cultural issues. Second, the student-driven inquiry approach helped the students gain ‘additional perspectives’ on learning about three areas: cultural content, English and presentation skills, and PBL as a teaching approach. Similarly, the approach fostered the students to apply their ‘own values’ in learning about the above three areas. The inquiry approach also promoted the students to examine their learning about primarily culture content in ‘larger contexts.’

Abstract

Culture learning (CL) needs alternatives beyond traditional teacher-transmitted approaches for reflective practice and intercultural development. This study explored the potential of projectbased learning (PBL) as an alternative CL to practice reflection through student-driven inquiry. Specifically, the study examined content and quality of reflection, adapting two conceptual frameworks: focusing areas of reflection-public theory, private theory, feelings, action plan, and feedback (Bain, Ballantyne, Packer, & Mills, 1999) and reflective indicators-‘additional perspectives’; ‘own values’; and ‘larger contexts’ (Jay & Johnson, 2002). The study used three data sources from eleven students: journals, written reflections, and interviews. The results showed as follows. First, PBL helped the students focus on four contents of reflection other than public theory (i.e., non-reflection): private theory particularly while problematizing cultural topics; feelings about student-centered inquiry toward knowledge construction and insights into cultural content; action plans to pursue deeper cultural knowledge, overall language proficiency, and plans of PBL classes in future classrooms; and communication with teacher such as seeking views on cultural issues. Second, the student-driven inquiry approach helped the students gain ‘additional perspectives’ on learning about three areas: cultural content, English and presentation skills, and PBL as a teaching approach. Similarly, the approach fostered the students to apply their ‘own values’ in learning about the above three areas. The inquiry approach also promoted the students to examine their learning about primarily culture content in ‘larger contexts.’

참고문헌 (71)

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관련 논문AI추천

Project-Based Learning Experience in the Construction of Intercultural Knowledge김미경현대영어교육학회 · 현대영어교육2019 · 제20권 제2호Levels of Reflection in Reflective EFL Learning박경선, 이길영한국영어교과교육학회 · 영어교과교육2010 · 제9권 제2호Improving Intercultural Communicative Competence through PBL-Based Collaborative Activities between Foreign International Students and Korean EFL Learners박분주언어과학회 · 언어과학연구2018 · 제84호Students’ and Teacher’s Reflections on Project-Oriented Learning: A Critical Pedagogy for Korean ELT김미경한국영어교육학회 · 영어교육2015 · 제70권 제3호The Effects of Multi-Source Feedback on EFL Students’ Reflection of English Speaking SkillsJudy Yin한국영어교과교육학회 · 영어교과교육2017 · 제16권 제3호Korean EFL Students’ Intercultural Learning Through a Culture Integrated Program for Global Citizenship안효선한국영어교과교육학회 · 영어교과교육2017 · 제16권 제3호

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