The Impact of an Arts Project-Based Language Program to Enhance EFL Learning
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This study examines the impact of an arts project-based language program for Korean EFL college students, drawing upon the Stoller’s PBL framework (2006). The investigation integrated an art project, based on a real-world task, into English language learning for college students of arts within a general English program. 15-week EFL course asked students to develop their portfolio or showcase reels with the goal of improving English language ability. The English-Based Art Communication course of 98 students was divided either into an experimental group (N = 49) or a control group (N = 49). The researchers administrated a pre- and post-questionnaire and a TOEIC speaking test to the students, with which to analyze the students’ language improvement and change of perceptions on English learning. The researchers observed the whole process of students’ doing their project and interviewed them regarding their learning experiences. Though there was no statistically significant improvement in the speaking skills in both groups, the questionnaire and interview data revealed a significant increase of positive perceptions among the experimental group about their major and the language learning, not to mention substantial improvements in vocabulary and overall confidence. The discoveries imply that the project-based language teaching become efficient with art-related works and students’ engagement.
Abstract
This study examines the impact of an arts project-based language program for Korean EFL college students, drawing upon the Stoller’s PBL framework (2006). The investigation integrated an art project, based on a real-world task, into English language learning for college students of arts within a general English program. 15-week EFL course asked students to develop their portfolio or showcase reels with the goal of improving English language ability. The English-Based Art Communication course of 98 students was divided either into an experimental group (N = 49) or a control group (N = 49). The researchers administrated a pre- and post-questionnaire and a TOEIC speaking test to the students, with which to analyze the students’ language improvement and change of perceptions on English learning. The researchers observed the whole process of students’ doing their project and interviewed them regarding their learning experiences. Though there was no statistically significant improvement in the speaking skills in both groups, the questionnaire and interview data revealed a significant increase of positive perceptions among the experimental group about their major and the language learning, not to mention substantial improvements in vocabulary and overall confidence. The discoveries imply that the project-based language teaching become efficient with art-related works and students’ engagement.
참고문헌 (39)
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