Impact of a Mobile-Assisted Project-Based Learning Program on Linguistic and Transferable Skills
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The study investigated the skills impact and participants’ perceptions of a mobile-device assisted project-based learning (PBL) program implemented within a Korean college English curriculum. Treatment consisted of a ten-task module that used Internet-accessible material and focused on vocabulary, a student-identified key area of need. Facilitated using smartphones and a social networking service, the module was implemented over a ten-week period and culminated in student presentations. Pre-test/post-test analysis showed a statistically significant improvement in vocabulary skills for treatment as compared to control group participants. Survey and interview data showed positive perceptions of the module, with participants identifying vocabulary as the area in which the treatment was most helpful, followed by listening and speaking skills. Participants also perceived an improvement in transferable skills teamwork, communication, and problem-solving. Pedagogical implications include the fact that learners’ needs and interests should be carefully examined and incorporated into program design and that no single approach will work well with all students. Moreover, efforts to extend English curriculum benefits to encompass transferable skills should be tempered with reason and implemented with consideration for student diversity. Nevertheless, the results suggest that mobile-assisted PBL may have the capability to boost gains in core areas and transferable skills simultaneously.
Abstract
The study investigated the skills impact and participants’ perceptions of a mobile-device assisted project-based learning (PBL) program implemented within a Korean college English curriculum. Treatment consisted of a ten-task module that used Internet-accessible material and focused on vocabulary, a student-identified key area of need. Facilitated using smartphones and a social networking service, the module was implemented over a ten-week period and culminated in student presentations. Pre-test/post-test analysis showed a statistically significant improvement in vocabulary skills for treatment as compared to control group participants. Survey and interview data showed positive perceptions of the module, with participants identifying vocabulary as the area in which the treatment was most helpful, followed by listening and speaking skills. Participants also perceived an improvement in transferable skills teamwork, communication, and problem-solving. Pedagogical implications include the fact that learners’ needs and interests should be carefully examined and incorporated into program design and that no single approach will work well with all students. Moreover, efforts to extend English curriculum benefits to encompass transferable skills should be tempered with reason and implemented with consideration for student diversity. Nevertheless, the results suggest that mobile-assisted PBL may have the capability to boost gains in core areas and transferable skills simultaneously.
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