Student Perceptions of Web-based Project for Language Learning
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The purpose of the study is to examine the differences in perceptions between students in high and low proficiency groups after they participated in a Web-based project. It investigates affective and linguistic factors of the Web-based project in an English course for two-year college students in Korea. Surveys from forty-one students were analyzed to assess the value of integrating the Weblog project into second language learning. This paper describes the benefits and drawbacks of a Web project after the observation. It also discusses the students’ most and least favorite aspects of project- based learning. Three major findings are discussed: (a) a student-centered approach with the Web project had positive influence on the linguistic as well as the affective domains of the survey in learners of both proficiency levels; (b) most students showed positive attitudes toward collaborative learning during the Web project via both survey and in-depth interview. Combining qualitative and quantitative research methods, this empirical study supports the view that the Web-based project has a positive effect on meaningful learning and promotes active participation. Implications related to the role of projects on the
Abstract
The purpose of the study is to examine the differences in perceptions between students in high and low proficiency groups after they participated in a Web-based project. It investigates affective and linguistic factors of the Web-based project in an English course for two-year college students in Korea. Surveys from forty-one students were analyzed to assess the value of integrating the Weblog project into second language learning. This paper describes the benefits and drawbacks of a Web project after the observation. It also discusses the students’ most and least favorite aspects of project- based learning. Three major findings are discussed: (a) a student-centered approach with the Web project had positive influence on the linguistic as well as the affective domains of the survey in learners of both proficiency levels; (b) most students showed positive attitudes toward collaborative learning during the Web project via both survey and in-depth interview. Combining qualitative and quantitative research methods, this empirical study supports the view that the Web-based project has a positive effect on meaningful learning and promotes active participation. Implications related to the role of projects on the
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