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Perceptions of Project-Based Learning on Promoting 21 st Century Skills and Learning Motivation in a Thai EFL setting
Abstract
With the impact of globalization and advanced digital technology, the ways students learn have changed remarkably through the decades. Therefore, the skills that students today should acquire from schools are not limited merely to the subject knowledge. Learners need to be equipped with the skills of the era commonly known as the 21 st century skills. To address such need, this research project was conducted to implement Project-Based Learning (PBL) with a group of EFL learners at the Demonstration School of Prince of Songkla University. Two main purposes were to examine students' levels of motivation to learn English through PBL and to investigate the learner's perception of the impact of the PBL on improving their 21 st century skills, namely, collaboration and communication. Findings from the survey suggested that PBL is perceived to be effective in promoting the Vol. 13 No. 2 (2018) 159 JSEL Vol.13 No.2 2018 learner's motivation to learn English. Furthermore, PBL can enhance the target 21 st century skills which are essential for the learners to succeed in learning as well as for work in the current age. Therefore, PBL is suitable for the participating language learners and can be worth-implementing in other EFL classrooms in Thai high schools.
... In an era where the world is changing rapidly, the challenges of cutting-edge technology, sluggish economies, and the havoc of the COVID-19 global pandemic have resulted in every organization needing more and more skilled workers to meet the changing and challenging 21st century related work environments (Wongdaeng & Hajihama, 2018). ...
... Also, in PBL environments, instructors act more as facilitators than teachers as they guide the students towards where the knowledge might lie but not the answer to the problem. PBL education has also been identified in enhancing 21 st -century skills, which numerous studies have identified as vital for learner development, lifelong learning, and becoming essential knowledge workers (Wongdaeng & Hajihama, 2018). ...
... In this step, objectives and the importance of activities are outlined. Teachers and learners talk to each other through online media, using game mechanics to stimulate students' excitement, fun, and challenges (Banic & Gamboa, 2019;Wongdaeng & Hajihama, 2018;Wood, 2003). ...
The researchers initially undertook a systematic literature review concerning problem-based learning (PBL), gamification, digital learning ecosystems (DLE), and programming self-efficacy (PSE). Using recent studies and papers from Google Scholar, a preliminary gamified and DLE model was proposed to help Thai students PSE. Further analysis was conducted on gamification mechanics, dynamics, and aesthetics (MDA). After an assessment by nine educational experts using four educational assessment tools from the Joint Committee on Standards for Educational Evaluation (JCSEE) of the proposed seven-step A3S3R (advise, assign, analyze, search, synthesize, summarize, and report) DLE Management Model, the model’s suitability was judged to be ‘very high’ (mean = 4.40, SD = 0.59). Consequently, the development of this learning management model will result in learners recognizing their abilities better in programming and having better programming skills. It can also potentially increase students’ critical and analytical thinking skills and computational thinking and allow them to apply new knowledge or skills to new situations. Finally, researchers can develop new practical learning styles for use in teaching and learning.
... The new paradigm in the 21st Era promotes that student must have the following skill; collaboration, critical thinking, communication, and the use of technology. In terms of changing life over the past years, students have to equip themselves with 21st-century skills because the world has been more globalized and digitized (Brown et al., 2008;Wongdaeng & Hajihama, 2018). Therefore, the role of English teaching and learning is substantial during this challenging life. ...
... Differing from traditional classroom, PBL brings focus on the learners by collecting and analyzing information through group discussion to produce a project. This environment would place learners with long-term goals (Solomon, 2003;Thomas, 2000;Wongdaeng & Hajihama, 2018). Howard, (2002); Shin (2018) has pointed out that, based on Dewey's empirical philosophy, PBL is a method that involved students learning problem-solving through activity in an assigned project. ...
... This practice has been conducted by many researchers as an effective method to improve student learning motivation during COVID-19 by choosing their interest and building up their abilities (Ayu & Yuliansyah, 2021). Additionally, study in higher education also proved that PBL could enhance learners' positive attitudes towards learning English (Wongdaeng & Hajihama, 2018). ...
In recent times, learners are required to have the skill of the 21st century, such as collaboration, critical thinking, communication, and technology used as the impact of a more digitized and globalized era. One of the teaching methods which equipped student’s skill needs is PBL (Project-Based Learning). PBL is also named the effective method to apply because students are asked to create their learning content as the implementation of student-centered learning. This teaching method is widely used at any educational level and could enhance students’ motivation. Thus, to determine the correlation between the PBL teaching method and students’ learning motivation, the researcher conducted a study of 67 students in 11th grade at SMA Panjura Malang that opts for a correlation method with a quantitative approach. The questionnaire was adopted and analyzed, it showed that there is a correlation between the PBL learning method and students’ learning motivation in ELT classes. The result was a medium positive relation which means that PBL could be an alternative recommended method to apply in ELT classes.
... In the era of 21st century, cognitive abilities are not considered as an absolute item that defines students' success. That is supported by Wongdaeng & Hajihama (2018) who mentioned that students in this era must be aware of the future changing and equip themselves with skills required for more challenging life in the future. To survive in this competitive period, students need to think critically so that they can find initiatives and thoughtful solution when problems come across. ...
... The popularity of PbL to develop students' 4Cs as a part of 21st skills, is also proven by previous empirical studies conducted in several settings such as Thailand (Wongdaeng & Hajihama, 2018), Turkey (Bedir, 2019), Indonesia (Mali, 2016), the USA (Allison, 2018), India (Talat & Chaudhry, 2014), and United Arab Emirates (Bani-Hamad & Abdullah, 2019). The previous studies involved different groups of participants such as EFL (English as a Foreign Language) students (Mali, 2016;Wongdaeng & Hajihama, 2018), international staff members (Allison, 2018), in-service teachers (Talat & Chaudhry, 2014), pre-service teachers (Bedir, 2019) and secondary students (Bani-Hamad & Abdullah, 2019). ...
... The popularity of PbL to develop students' 4Cs as a part of 21st skills, is also proven by previous empirical studies conducted in several settings such as Thailand (Wongdaeng & Hajihama, 2018), Turkey (Bedir, 2019), Indonesia (Mali, 2016), the USA (Allison, 2018), India (Talat & Chaudhry, 2014), and United Arab Emirates (Bani-Hamad & Abdullah, 2019). The previous studies involved different groups of participants such as EFL (English as a Foreign Language) students (Mali, 2016;Wongdaeng & Hajihama, 2018), international staff members (Allison, 2018), in-service teachers (Talat & Chaudhry, 2014), pre-service teachers (Bedir, 2019) and secondary students (Bani-Hamad & Abdullah, 2019). In terms of types of 4Cs that are improved through the implementation of PbL, Wongdaeng and Hajihama (2018) focused on aspects of collaboration and communication, Talat and Chaudry (2014) put the center on creativity and competitiveness, while Mali (2016) was interested in digging out the benefits of the approach to students' collaboration and creativity skills. ...
The contribution of Project-based Learning (PbL) to 21st century learning skill development has been widely discussed by experts. This present qualitative research aims at exploring how PbL is applied in Lantern School of English Education (LSEE), an undergraduate program in Indonesia that produces an English teacher. In further, this research also looked at how the implementation enhanced the students’ 21st century learning skills comprising creativity, critical thinking, collaboration, and communication. Considering those objectives, this research stood under qualitative approach and specifically employed case study design in order to investigate a single case which was project-based learning implementation in a particular context. The data were collected from interview, observation, and relevant documents which in this case, reflective essay, syllabus and students’ final projects. Observation and syllabus were used to investigate the implementation of PbL in LSEE, interviews and was to gather information about how the implementation cultivated students 21st century skills, while students’ works and reflective essay were to triangulate information from the other data collection techniques. After gaining the data, all were analysed using coding process to obtain the embedded themes as findings. The findings showed that the institution implemented PbL through the assessment, classroom activities, teacher roles, and student roles. Based on the students’ viewpoints, project-based assessment, group classroom activities, teachers being a facilitator, and students’ centeredness were successfully trained their ability on creativity, critical thinking, collaboration, and communication. Conclusion and recommendation are also presented after the findings were discussed.
... The current educational plan requests that understudies should have psychological abilities, capacities in reality, and have a respectable character, and be more dynamic in the learning interaction. In later learning, the instructor as the principal wellspring of data will transform into a more ideal student with genuine and understudy situated problems so understudies can build their insight and be effectively associated with discovering data (Endepohls-Ulpe, 2009;Fery et al., 2017;Lin et al., 2017;Wongdaeng & Hajihama, 2018). Physical education has a crucial role in shaping students' physical and mental development (Khoiriyah & Husamah, 2018). ...
... These projects provide meaning and relevance for students, leading to increased motivation to learn (Almulla, 2020). Other research from Festiawan et al. (2021), and Wongdaeng & Hajihama (2018) highlights that PjBL not only increases students' learning motivation, but also helps develop lifelong learning skills. Students tend to be more motivated because they see real goals and results from their work. ...
This research aims to determine the effect of hybrid learning using the project based learning method on creative thinking abilities and learning motivation. The research method is the true experimental research technique, utilizing The Randomized Pretest-Posttest Control Group Design. The population for this study included all students in Senior High School 1 Purwokerto, totaling 1015 students across 36 classes. Simple random sampling was employed to select a total sample of 112 students (n = 112, age = 17.1 ± 1.2 years). This research uses two instruments to obtain data, including 1) The Torrance Tests of Creative Thinking (TTCT) and 2) The Motivated Strategies for Learning Questionnaire (MSLQ). The data analysis used was the data normality test, data homogeneity test, paired t-test and independent t-test. The data used is normally distributed (sig=0.434) and homogeneous (sig=0.533), The research results show that the effect of Hybrid Learning with the Project Based Learning method on creative thinking skills and learning motivation (sig=0.000), control group (sig=0.002), and there is a significant difference in effect between the treatment group and the control group (sig=0.000). It can be concluded that 1) PjBL model has a favorable impact on students' critical thinking skills in physical education, 2) PjBL model positively influences learning motivation in physical education, and 3) PjBL model yields a more positive outcome compared to the direct teaching model in enhancing students' creative thinking skills in the context of physical education. Keyword: Critical Thinking Skills, Hybrid Learning, Learning Motivation, Project Based learning
... Some scholars through the years have proven the effectiveness of using project-based learning in a classroom. One of the clear benefits of PBL is the advancement of students' 21 st -century abilities (Bedir, 2019;Wongdaeng, 2018). Learning skills, literacy skills, and living skills are the three broad types of skills. ...
... These competencies are not only demonstrated but also nurtured and honed throughout the project-based learning process. Moreover, teachers can glean valuable insights into effective student engagement and retention strategies by observing the development and application of these skills in the context of PBL, as noted by Bedir (2019) and Wongdaeng (2018). Among the myriad benefits of PBL, a notable highlight is the augmentation of students' 21st-century abilities, encompassing learning skills, literacy skills, and living skills. ...
It has been two years since the Ministry of Education and Culture in Indonesia mandated an Emancipated curriculum to foster independent learning after the COVID-19 pandemic. All of the aspects and policies in school need to adapt to the new version of the learning and teaching process. The use of Project-based learning in this era is imperative things which can help students and teachers be more interactive in dealing with global skills. This approach can guide the teachers more easily understand the topic by using projects that relate to their workplace. This research is designed to investigate the teachers' views on practicing project-based learning in classroom activities. This case study used document analysis in the form of a lesson plan to check their understanding of project-based learning. The semi-structured interviews were also held to collect deep data analysis with two teachers at the secondary level who had already implemented project-based learning during the learning process. The findings showed that project-based learning can assist the teacher in developing an engaging and collaborative classroom that supports both the teachers' and students' capacity for critical Thinking. Interestingly, the study revealed that the teachers realized that the challenges in applying Project-based learning might derive from the number of meetings in one project.
... They collaborate in small groups to analyze, discuss, and propose solutions to these problems [25,76]. The instructor acts as a facilitator, guiding students and providing support when needed [77]. ...
... To fortify the novelty of this study, it is imperative to identify research gaps by reviewing existing literature [63][64][65][66][67][68][69][70][71][72][73][74][75][76][77][78]. While numerous studies have explored the impact of online learning and innovative pedagogies, there remains a gap in understanding the nuanced challenges faced in specific contexts, particularly in regions with limited ICT infrastructure [4,5] and ongoing civil strife [104,105], as education is a key component in reducing conflict [106]. ...
The study aimed to develop a learning model that enhances Thai student-teacher problem-solving skills (PSS) and academic achievement (AA) through a blended problem-based learning (PBL) approach in online flipped classrooms. Phase 1 consisted of the design of the Flipped PARSER (problem-attempt-research-solutions-evaluation-reflect) Model (FPM) through the study of documentation and research. Phase 2 involved using nine experts to assist with the model's development and evaluation using in-depth interviews and content analysis. Phase 3 involved the application and use of the FPM by 30 student-teachers, from which their AA, PSS, and satisfaction were evaluated against the control group of 31 participants. The results from the nine experts' input on the FPM design were significant. Instructor activities included selecting content, media, materials, and their design and development. Other components included learning activities, tools, lesson delivery, and evaluation. Also, PBL methods were again confirmed as an instrumental pedagogy in teaching PSS. When combined with online learning and flipped classrooms, the study's results were higher than those using traditional classroom methods. The study contributes to the literature by determining that online teaching models effectively teach PSS and raise AA scores.
... In the twenty-first century, mere cognitive abilities don't solely dictate a student's success. Wongdaeng & Hajihama (2018) emphasize the urgency for students to anticipate future challenges and arm themselves with essential skills for an increasingly complex world. To excel in this competitive era, students must exhibit critical thinking, proactively address problems, and devise impactful solutions. ...
... This entails crafting learning environments that not only immerse students in real-world dilemmas but also deepen their subject comprehension and empower them with critical tasks. Echoing this, Wongdaeng & Hajihama (2018) highlighted the multidisciplinary essence of PjBL, noting its capacity to draw upon students' diverse academic insights to culminate a project. ...
Project-Based Learning (PjBL) emerges as a pivotal approach in modern pedagogy. This research delves into how English teachers at the eleventh-grade level in SMA Dunia Harapan Makassar integrate PjBL in their creative writing curriculum, the challenges faced during this implementation, and its impact on students' writing outcomes. Utilizing a mixed-method approach, data was sourced from observation checklists, teacher interviews, and students' creative writing samples. Findings revealed both participating teachers proficiently applied PjBL syntaxes and began instruction by discussing linguistic elements of short stories. Challenges emerged in time management, sparking student enthusiasm for writing, and aligning PjBL with the Cambridge A-level curriculum and the CCP framework, emphasizing character development, communication, and problem-solving. A review of students' writings showed commendable results; organization, vocabulary, grammar, and mechanics achieved average scores of 19.25, 18.87, 22.37, and 4.5 respectively. Content scored an average of 25.12, denoting good quality. Despite specific hurdles, the study underscores that with adept PjBL integration, students can markedly improve their creative writing prowess.
... Project-based learning encourages learners to learn a project, make learning relevant, personalize and engaging (Thomas, 2000;Wang, 2020) and it is also an authentic teaching pedagogy that allows learners to plan, execute, and assess the project beyond the classroom with real-world experiences (Chard, 2013;Chi & Dieu, 2021;Essien, 2018;Somani & Rizvi, 2018;Ulrich, 2016). Project-based Learning (PBL) helps students gain a deep understanding of the acquired knowledge, develop a high level of learning, and promotes motivation to learn English (Al-Busaidi & Al-Seyabi, 2021; Kimsesiz et al., 2017;Rostika et al., 2021;Tuyen & Tien, 2021;Wongdaeng & Hajihama, 2018). Furthermore, project-based learning engages learners in an active process of learning (Chi & Dieu, 2021). ...
... They work collaboratively in planning, creating, evaluating as well as reflecting on their project. This finding is consistent with previous researchers Astawa et al., 2017;Wongdaeng & Hajihama, 2018) who claimed that project-based learning has an impact on students' positive attitudes toward learning to speak, and writing as indicated by the motivation, enthusiasm, and excitement on the students during the learning process. ...
Writing is the process of recursively producing written work. This study aims to explore the effectiveness of project-based learning to elevate the students’ academic writing at the tertiary level and to know the students’ opinion of the implementation of project-based learning in teaching writing. A mixed method design is employed and it is conducted in twelve sessions. It involves thirty- eight students of the English Department of a private university in Mataram West Lombok, Indonesia who attend academic writing class in the academic year 2022-2023. Project-based learning through the Canva application is conducted in academic writing class. To collect the data, writing tests and interviews were used. The finding revealed that project-based learning is able to improve the students writing achievements, the students perceived project-based as interesting, challenging, motivating, enhancing their English, and increasing their creativity. Project-based enabled them to work together in groups and to think contextually about the problem given. To conclude, it is advisable for EFL teachers to implement project-based learning integrating ICT.
... Examples of projects include research-based project typically resulting in traditional academic outputs such as literature review, reports and seminars; construction project (widely-implemented in engineering education) resulting in the design of a technical product or artefact; and real world project, which entails working with communities beyond academia and coming up with products such as music video and actual homes (Harmer, 2014). The benefits of project-based learning include improved academic performance (Pawar, Kulkarni & Patil, 2020), development of varied 21st century skills such as social, team-work, problem-solving, communication and IT (Bell, 2010;Musa et al., 2012;Styla & Michalapoupou, 2016;Wongdaeng & Hajihama, 2018), increased motivation (Bell, 2010;Wongdaeng & Hajihama, 2018), and outreach (beyond academia) (Nation, 2008). Assessment proves to be varied, usually involving multiple stages and methods (peer, teacher, or industry assessments). ...
... Examples of projects include research-based project typically resulting in traditional academic outputs such as literature review, reports and seminars; construction project (widely-implemented in engineering education) resulting in the design of a technical product or artefact; and real world project, which entails working with communities beyond academia and coming up with products such as music video and actual homes (Harmer, 2014). The benefits of project-based learning include improved academic performance (Pawar, Kulkarni & Patil, 2020), development of varied 21st century skills such as social, team-work, problem-solving, communication and IT (Bell, 2010;Musa et al., 2012;Styla & Michalapoupou, 2016;Wongdaeng & Hajihama, 2018), increased motivation (Bell, 2010;Wongdaeng & Hajihama, 2018), and outreach (beyond academia) (Nation, 2008). Assessment proves to be varied, usually involving multiple stages and methods (peer, teacher, or industry assessments). ...
Because English literature degree programs are expected to produce graduates competent in speaking, reading, and writing, course works are usually designed to enhance these skills. However, in an increasingly globalized world characterized by IT usage, 21st century skills such as creativity, media and technology literacy are equally important. Such skills are often integrated through instructional approaches such as project-based learning. This paper reports on a study that examined the use of group-work video essay in an undergraduate English literature classroom at a public university in Malaysia. This study relied on an evaluation of the students' video essays and an open-ended interview with the students. The findings reported a positive feedback from the students who mostly agreed that the video essay was similar to written essay; challenging where the technical aspects are concerned; yet immensely rewarding. The findings imply the desideratum of adopting the video essay as a coursework in the literature classroom provided that it is done as a project-based group-work effort, substantial marks are allocated, and technical training in video production is provided. The paper closes with recommendations for further research on incorporating the video essay as a course work in the literature classroom.
... 25 The implementation of project-based learning in this study somehow fit the student's preference since they were worked in small groups. The study of Wongdaeng and Hajihama (2018) reported students thought their reading, critical thinking and communication skills could be improved in their attempts to accomplish the project. They also reported students felt that with their active learning, they could make choices and lead others. ...
... They also reported students felt that with their active learning, they could make choices and lead others. 26 Our findings supported the work of Braguglia and Jackson (2012) which explained that when the project-based learning was applied in teaching research course, it provided an opportunity to practice decision making, report writing, and presentation of their work for critical review and publication. 17 Therefore, the mean scores in reading, (w)riting skill and critical thinking and problem-solving skills were improved after the project-based learning. ...
Objective: To compare (1) learning achievement, project running ability, and the 21st century skills with their respective 75% cut-off criteria after the project-based learning among nursing students, (2) the project running ability and the 21st century skills after the project-based learning between students with different learning ability, and (3) compare each of the 21st century skills before and after the project-based learning. Methods: This one-group pretest-posttest quasi-experimental study recruited 60 3rd year nursing students of Burapha University who enrolled in the regular Research and Nursing Informatics course. Research instruments were project-based learning plans and two questionnaires to measure project running ability and students’ 21st century skills. Descriptive, one sample t-test, paired t-test, and one way-ANOVA were used for statistical analysis. Results: (1) Mean score of learning achievement was lower and mean scores of project running ability and 21st century skills were higher than their respective cut-off criteria with statistical significance (P-value < 0.01, < 0.05 and < 0.001, respectively). (2) There were no differences in project running ability and the 21st century skills regarding different learning ability. (3) The overall mean scores of the 21st century skills and their individual skills including 3Rs (i.e., (R)eading, (w)Riting, and (a)Rithmetic skill, critical thinking and problem-solving skill, creativity and innovation skill, collaboration, teamwork and leadership skill, communication, information and media literacy skill, computing and information communication technology literacy skill, and career and learning skill after the project-based learning were significantly higher than those fore the learning (P–value < 0.01). Conclusion: Project-based learning is an appropriate method to enhance the 21st century skills of nursing students.
... PjBL activities promote students' attitude toward learning in EFL classes, develop their motivation to use, and encourage students to use reflective thinking, which benefits students' competencies in EFL ( (Aghayani & Hajmohammadi, 2019); (Praba̕ et al., 2018). PjBL can improve a deep understanding of knowledge, and a high level of learning, and promote motivation to learn (Al-Busaidi & Al-Seyabi, 2021); (Alotaibi, 2020); (Kemaloglu-er, 2022); (Kemaloglu-er & Sahin, 2022); (Kimsesiz et al., 2017); (Muhammad, 2020); (Santhi et al., 2019); (Shin, 2018); (Wongdaeng & Hajihama, 2018); (Ilham, 2024). It supports the attitude needed in the writing process, including active, reflective, collaborative, solutive, predictive, effective, responsible, intellectual, social, and communicative (Ernawati et al, 2022;(Padmadewi et al., 2023). ...
Conducting a need analysis is crucial for tailoring academic writing instruction to meet the students' need. Need analysis serve as systematic tool for developing relevant learning materials that align with students' learning needs. This research hold significant importance in adressing the integration of project-based learning (PjBL) and blended learning within the context of academic writing. By identifying the needs of students, it provides valuable insight for culliculum designers and educators in English education program. The research aims to identify the students' need for project-based learning with blended learning in academic writing. This study is conducted as survey research at the English education study program at Muhammadiyah University of Mataram and Mandalika University of Education. The questionnaire of collecting data consists of 61 statements with 11 factors. The result of the research shows that all of the students need eleven factors such as learning objectives, topic needs, teaching material requirements, needs assessment, the need of PJBL syntax, blended learning, social system need, requirement principle of reaction, need of support system, learning impact need, and need for impact accompanying learning. The results of this research are expected contributing to the lecturers, stakeholders, and curriculum development of project-based blended learning in academic writiting at the English Education department.
... Therefore, Project-based learning, an educational approach emphasizing hands-on, inquiry-based learning, has been inherently constructivist in nature. It allowed students to engage with real-world problems, collaborate with peers, and construct their knowledge through exploration and problemsolving (Almulla, 2020) According to Wongdaeng & Hajihama (2018) PBL increases learners' interest in learning English by actively engaging them in the learning process. PBL, therefore, is bound to have more energetic and motivated students with improved speaking abilities. ...
... In the era of the 21st century, cognitive abilities are not considered as an absolute item that defines students' success. That is supported by Wongdaeng (2018) who mentioned that students in this era must be aware of the future changing and equip themselves with skills required for more challenging life in the future. To survive in this competitive period, students need to think critically so that they can find initiatives and thoughtful solution when problems come across. ...
There is a need to equip students with 21 st-century learning and innovation skills to prepare them for the demands of the era. However, there is scarcity of literature on whether these skills are integrated into the lesson plans for non-STEM subjects such as Technology and Livelihood Education (TLE). TLE as a subject traditionally focuses on developing livelihood skills which requires minimal learning and innovation skills. Hence this study aims to improve the learning and innovation skills of Grade 8 TLE students in a public secondary school in Northern Mindanao, Philippines using Project-Based Learning (PBL) approach through a quasi-experiment research design. In this study, two sections comprising a total of 65 students were randomly selected from 13 sections at the Grade 8 level. There were 34 students in the experimental group, and 31 students in the conventional group. The implementation of PBL lasted for eight weeks A 50-item instrument was used to measure the learning and innovation skills. The instrument was validated by three experts and pre-tested for comprehensibility. It was administered before and after the implementation of PBL. The results of the study demonstrated that the effect of PBL strategy on improving the learning and innovation skills of the TLE students was significantly higher compared to the scores of the students in the conventional learning strategy. This research provides an innovative design and illustration of PBL with initiation for teachers, educators, and schools that are keen to enhance the students' learning and innovation skills.
... 24 Moreover, the experiences of PjBL assist students to develop other necessary skills, like problem-solving, innovation, and the ability to respond to life challenges, ultimately fostering their productivity as citizens. 5,25 Other research studies provide insights indicating that students assert their motivation to engage in meaningful learning increases when they solve real-life problems in their immediate surroundings . 12 In addition, literature documents instances where students acknowledge the autonomy and acquisition of soft skills. ...
Project-based learning has received a lot of attention in academia across all education levels as one of the pedagogical approaches with the potential to promote scientific literacy and the development of work-related knowledge, skills, and competencies. Through mixed methods, this descriptive study assessed chemistry students' perceptions about a project design experience in response to the following research questions: What lessons can be drawn from students' perceptions about conceptualising a research project? What are students' perceptions about the inclusion of research projects as part of their learning in chemistry? Likert scale questionnaires and open-ended questionnaires were used to collect data. Quantitative data were analysed through descriptive statistics to establish patterns, while qualitative data were analysed through conventional content analysis. Findings show that most students were able to design their own projects with minimal assistance. Environmental concerns, curiosity and concepts from other courses were primary factors that influenced students' choice of projects. However, the conceptualisation of the research projects by students showed some challenges and lack of coherence, which were attributed, in part, to students' lack of experience in both research and experimentation. Nonetheless, students recommend the inclusion of projects as part of their learning because of the opportunities they experienced. The study concludes that project design stage is critical and exposes students to essential elements of project-based learning, should be introduced early and be supported with resources and adequate supervision. Adoption of project-based learning has the potential to help students acquire and develop skills readily applicable to address real-life problems.
... Yimwilai (2020) proved that PBL had a positive effect on Thai EFL learners' critical reading and 21st century skills. There are also qualitative studies that reveal learners' positive perceptions and attitude toward utilizing PBL in EFL classes (Kartika, 2020;Sultan & Javaid, 2018;Wongdaeng & Hajihama, 2018). However, there are currently no studies that systematically review the literature on the impact of PBL on CTSs and LSs. ...
In the domain of Teaching English as a Foreign Language (TEFL), the cultivation of critical thinking skills (CTSs) and language skills (LSs) is imperative for the academic deveolpment of learners. Project-Based Learning (PBL), characterized by its integration of real-world challenges and emphasis on collaborative learning, demonstrates significant potential to positively influence the development of CTSs and LSs in English as a Foreign Language (EFL) learners. This systematic review of literature meticulously evaluates the effects of PBL on fostering critical thinking skills CTSs and language skills LSs among EFL learners over recent decades. It assimilates insights from a range of empirical studies, elucidating how PBL activities enhance EFL learners’ critical thinking skills more effectively compared to conventional teaching methodologies. Additionally, this review underscores the beneficial impacts of PBL on language skills, encompassing vocabulary acquisition, speaking, writing, and reading comprehension, which are attributed to its focus on authentic tasks and practical real-world applications. The implementation of PBL is instrumental in promoting deeper engagement in learning within EFL classrooms. Moreover, the perceptions of PBL by EFL learners and teachers constitute a significant component of the findings. EFL learners typically demonstrate favorable attitudes towards PBL, while EFL teachers recognize its efficacy in nurturing critical thinking and creativity, acknowledging challenges in its practical execution and assessment design. Conclusively, the review pinpoints existing research gaps and delineates prospective research trajectories. There exists an exigent need for comprehensive exploration into the mechanisms by which PBL augments skill development, longitudinal investigations into its enduring impacts, and research across diverse educational settings. The incorporation of technology within PBL frameworks and the preparedness of teachers are identified as pivotal areas for further inquiry.
... Despite its potential benefits, no consensus has yet been reached regarding the effective implementation of PBL in K-12 education (Condliffe et al., 2017), and some teachers may hesitate to adopt this approach because of concerns about its practicality and effectiveness (Mou, 2020). Although teacher factors (e.g., classroom management, facilitation skills, assessment, and feedback) are important for the successful implementation of PBL, it is ultimately students who are at the center of the educational experience (Farrow et al., 2022), and their perceptions play a crucial role in determining whether PBL effectively caters to their unique learning needs (Wongdaeng & Hajihama, 2018). Therefore, it is crucial to consider the perceptions of K-12 students when evaluating PBL effectiveness. ...
The primary aim of this meta-ethnography was to investigate K-12 students' perceptions of PBL experiences and identify research gaps. The synthesis revealed eight key themes encompassing the enhancement of 21st-century skills, enthusiastic engagement, time consumption, initial jitter, content insufficiency, interdisciplinary integration, geographical variation, and educational level disparities. The results underscore PBL's potential to foster critical skills and engagement while acknowledging challenges related to time management and initial apprehension.
... According to Mitchell (2019), when heritage language and culture are brought into the classroom, teachers encourage the traditional storytelling of learners' own local culture that bridges their academic and social contexts; and thus, culturally responsive teaching links learners' home and school together through their background knowledge and way of life (Coleman, 2005;Nomnian & Thawornpat, 2015;Tomlinson & Masuhara, 2004 Drama can also be considered as a key teaching tool that potentially transforms the learning experiences that contribute to learners' life skills and personal development (Atas, 2015;Gorjian, Jabripour, & Moosavinia, 2010;Macy, 2013;Maley & Duff, 2005;McCaslin, 2006;Miccoli, 2003;Sağlamel & Kayaoğlu, 2013;Stern, 1993). Similar to Wongdaeng and Hajihama's (2018) Dramatizing folklore may, therefore, be an alternative avenue for language learners and teacher in creating co-learning spaces within regular language classroom activities. ...
... In the twenty-first century, cognitive abilities are an unquestionably reliable measure of a student's success (Saduakassova et al. 2023). Students of this generation need to be aware of how the world is changing and prepare themselves with the skills necessary for a more challenging way of life (Wongdaeng and Hajihama 2018). Students need to be able to engage in critical thinking to survive in this competitive era. ...
In today’s modern world, students must be equipped with twenty-first century skills, particularly those related to solving real-life problems, to ensure competitiveness in the current global economy. The present study employed project-based learning (PBL) as an instructional tool for teaching math at the primary level. A convergent mixed-methods approach was adopted to determine whether the PBL approach has improved students’ twenty-first century skills, including collaborative, problem-solving, and critical thinking skills. Thirty-five students of the experimental group were treated with PBL, while 35 students of the control were treated with the traditional teaching method. ANCOVA test for “critical thinking skills” showed a significant difference between the experimental and control group (F = 104.833, p = 0.000 < 0.05). For collaborative skills, results also showed a significant difference between the two groups (F = 32.335, p = 0.000 < 0.05). For problem-solving skills, the mean value of experimental (25.54) and control group (16.94) showed a high difference after the intervention. The t-value (8.284) and the p value (p = 0.000) also showed a highly significant difference. Observations of the classroom also revealed the favorable effects of employing PBL. PBL activities boosted the level of collaboration and problem-solving skills among students. Students could advance their collaboration abilities, including promoting one another’s viewpoints, speaking out when necessary, listening to one another, and participating in thoughtful discussions. During the PBL project, students’ active participation and effective collaboration were observed, significantly contributing to its success.
... The implementation of PBL in EFL classrooms in the 21 st century era should lead to the development of 21 st century skills for students including critical thinking and problem solving, collaboration, digital literacy, and communication skills (Wongdaeng & Hajihama, 2018). PBL in 21 st century learning provides students with a realworld context for learning, creates a strong curiosity, and develops critical thinking skill. ...
Although a great number of studies on extensive reading (ER) had been conducted, little is known about how it is carried out in the emergency remote learning (ERL) during the Covid-19 pandemic mediated by virtual platforms, especially Google Sites (GS). To address this practical need, this chapter explicitly portrays my experiences of using GS as a pedagogical innovation to help EFL students engage in ER activities during the ERL. Grounded in social constructivist theory and multimodality, this in-practice article sheds crucial light on how GS served as a virtual learning engagement platform among students in an ER course. Along with the overview of GS implementation, the dynamic of students’ learning, their learning artifacts, and their retrospective narratives were observed and reflected to understand how the architecture of social constructivist and multimodal instructional design utilizing GS was enacted to facilitate students’ learning. The reflection highlights the endorsement of GS for ER courses. The teacher, classmates, materials, and activities played a fundamental role whose design, interaction, and affordance are not ‘value-neutral.’ This pedagogical innovation has, therefore, armed students not only with the reading or general English proficiency but also with essential capacity and skill such as learning autonomy, critical thinking, and critical reflection, which will empower them to pursue their future careers and surmount unforeseen hurdles and challenges. Some implications for ER course development in the post-pandemic and beyond the reported context are also addressed.
... Despite a sizable quantity of studies on the topic, EFL research seeking to provide robust evidence should be more cautious about the design, scale, attrition and validity assurance to warrant the reported results. These elements in an empirical study can contribute more valid evidence and useful information to the EFL literature (Wongdaeng and Hajihama 2018). ...
Purpose
Despite numerous studies reporting beneficial effects of metacognition for improving learning or developing self-regulated learners, the evidence from tertiary English as a Foreign Language (EFL) settings is still unclear as synthesis studies in this field remain rare. To address the gap, this study sought to identify, examine and synthesise relevant studies on the effectiveness of metacognitive interventions in tertiary EFL contexts.
Design
The study adopted a systematic review approach to include all relevant studies that could be identified for analysis. Seven data sources were searched to identify studies which were, then, screened for relevance based on a pre-specified protocol. The included studies underwent data extraction and quality appraisal before data syntheses via a meta-analysis and a thematic synthesis.
Findings
The results indicate the high potential of metacognitive interventions for EFL learners and the fundamental role of explicit instruction, clear pedagogical sequencing and the regulation of skills, rather than merely focusing on knowledge about metacognition, for the successful interventions. Moreover, limitations in the data quality suggest that more rigorous investigations are needed to provide a more overarching overview of the impact of metacognition-based studies in tertiary EFL contexts.
Originality/Value
As synthesis studies on the topic are scarcely available in tertiary EFL contexts, this study can offer a more evident indication of the effectiveness of metacognitive instruction for EFL learners. From comprehensive and rigorous reviewing, it also proposes some practical guidelines and implications for further EFL policy and practices.
... In another study, Gómez-Pablos, del Pozo and Muñoz-Repiso (2017) indicated that the motivation and involvement of teachers and learners increased during PjBL. The study conducted by Wongdaeng and Hajihama, (2018) also improved the learning process and motivation of the teachers and learners. Aqlan and Nwokeji (2018) carried out a study to evaluate the effectiveness of PjBL in industrial engineering. ...
The 21st-century learning requirements are different from the 20th-century learning requirements. Critical thinking skills are requirements for learning, and to achieve critical thinking skills, various new learning techniques and strategies have been developed and applied. By applying new learning techniques and strategies, various challenges have been faced by researchers and instructors. The objectives of this study were to highlight the project-based learning (PjBL) used at different educational levels; to discuss the challenges and their solutions; and to present the research gap in the PjBL strategy. This was achieved using the literature review methods, with resources from previous studies. This study will help the researchers and instructors to carry out more research on the challenges and solutions of PjBL. Keywords: Critical thinking skills, instructors, learners, learning strategies, problems;
... These findings are also consistent with those of Shin (2018), who found that PBL increased students' willingness to learn English, encouraged them to pay more attention in class, and helped lecturers ensure that activities were applicable to reallife situations. Wongdaeng & Hajihama (2018) also state that PBL increases learners' enthusiasm to learn English by allowing them to participate actively in the learning process. ...
Employing a descriptive qualitative method, the study aims at describing how the implementation of Project-Based Learning (PBL) has improved students’ reading and speaking skills in an English for Specific Purposes (ESP) class at Universitas Atma Jaya Yogyakarta. The contextual and real-life situations designed in PBL are expected to equip them better to practice the language and apply the content knowledge. The results of the questionnaires and interviews suggest that the students generally perceived PBL as an effective and creative method in learning. It has also helped them acquire better reading and speaking skills through the accomplishment of a variety of group projects. The improvements cover, among others, vocabulary, grammar as well as fluency and confidence in speaking. It is hoped that this research can provide benefits to researchers and FBE UAJY in general. The results of this study may provide meaningful inputs on the process of teaching and learning activities. Thus, ESP lecturers can find the most appropriate method to improve students’ English skills.
... The current educational plan requests anticipate that understudies should have psychological abilities, capacities in reality, and have a respectable character, and be more dynamic in the learning interaction (Kogoya et al., 2021;Nurcahyo et al., 2021). In later learning, the instructor as the principal wellspring of data will transform into a more ideal student with genuine and understudy situated issues so understudies can build their insight and be effectively associated with discovering data (Endepohls-Ulpe, 2009;Fery et al., 2017;Lin et al., 2017;Wongdaeng & Hajihama, 2018). ...
In the period of the Covid-19 pandemic, lecturers were confronted with difficulties to give a more intelligent learning model, one of which was a problem-based learning model. The reason for this investigation was to decide the impact of issue put together learning models with respect to understudies' basic reasoning abilities and acquiring inspiration, particularly in actual training learning. This exploration is a genuine test with a randomized pretest-posttest control bunch plan. The population is all understudies of class X, XI, and XII. The testing method utilizes straightforward irregular inspecting. The examples utilized in this examination were 112 individuals. The examination instrument utilized was target tests as various decision inquiries for basic reasoning abilities and mastering inspiration polls. The information investigation utilized was Paired example t-test and Independent example t-test. The consequences of his exploration are there is an impact of issue put together learning models with respect to understudies' basic reasoning abilities. There is an impact of the issue put together learning model with respect to understudy inspiration. The problem-based learning model is more compelling than the immediate showing model for understudies' basic deduction abilities in actual schooling mastering. The model of problem-based learning has a more beneficial outcome than the immediate encouraging model on understudies' learning inspiration in actual schooling learning. From these outcomes, it very well may be presumed that there is an impact of issue put together learning with respect to basic reasoning abilities and understudy inspiration, and issue based learning shows better outcomes contrasted with direct educating.
... The study further indicated that integration of 21st century skills into courses had a significant effect on students' attitude towards content courses. In a more recent study with 30 college -level EFL students, Wongdaeng and Hajihama (2018) assigned projects involving 21st century skills and survey findings showed that students' communication and collaboration skills developed and there was an increase in their motivation and positive attitudes. ...
In the last two decades, the world has witnessed notable developments in technology which have affected the way people live, communicate, learn, and teach dramatically. Paradigms in education have also changed radically from the traditional transmission model to active learning based on experiences. Learners are expected to acquire these skills like communication, collaboration, critical thinking, creativity, and digital literacy skills along with knowledge in various areas as they prepare for the future workforce (Larson & Miller, 2011). The present work reviews different frameworks which present the so-called 21st century skills, their definition and implementation in education and in language classrooms. Different innovative learning methodologies integrating digital technologies that can be used to improve students’ second language and the relevant skills are presented in detail.
... Lecturers function as facilitators making it possible for students to take control and be responsible for their own learning. Through planned projects around topics that allow them to have thoughtful consideration, students can learn to make thoughtful decisions and exercise their reasoned judgments, and thus developing their critical thinking skills [35] [36]. ...
To address persistent challenges in students’ speaking proficiency, the researcher adopted the Project-Based Learning (PJBL) approach as a pedagogically sound alternative. This study aimed to evaluate the effectiveness of PJBL in enhancing learners' narrative speaking abilities. Carried out at MA Mathalibul Huda Mlonggo, the investigation involved Grade 10 students from the MIPA 1 and MIPA 2 streams. Employing a quantitative research paradigm with a Quasi-Experimental Design, data were subjected to statistical analysis using an independent samples t-test via SPSS version 25. The outcomes revealed that the PJBL strategy significantly enhanced students’ narrative speaking performance, as evidenced by a post-test mean score of 77.56 in the experimental cohort, notably surpassing the control group's mean of 66.22. The significance value of 0.000—well below the conventional alpha threshold of 0.05—confirmed a statistically meaningful disparity between the two groups. In light of these findings, English language educators are strongly encouraged to integrate PJBL into their instructional repertoire to foster more dynamic, creative, and learner-centered environments for narrative learning. The approach has proven effective in cultivating a communicative and participatory classroom atmosphere. This study concentrated on the implementation processes, classroom dynamics, and educational outcomes linked to the application of PJBL
Manajemen Kelas Berbasis Proyek (Project-based) secara definisinya adalah mengarah kepada metode atau pendekatan pembelajaran yang sebagian besar aktifitasnya berorientasikan suatu proyek. Tujuan dari program pengabdian masyarakat ini adalah untuk berbagi pengalaman tentang implementasi manajemen kelas berbasis proyek serta memotivasi para guru untuk dapat mengaplikasikannya dalam kegiatan pembelajaran bahasa Inggris. Kegiatan dilakukan secara tatap muka di SMPN 2 Kota Jambi. Sebanyak 40 guru berpartisipasi pada pelatihan ini. Tim pengabdian membaginya menjadi 3 sesi, yaitu sesi presentasi, diskusi dan juga refleksi dengan mengisi mini survey yang diberikan setelah kegiatan workshop. Berdasarkan hasil dari kegiatan workshop, para guru menunjukkan sikap positif dan antusiasnya terhadap kegiatan dengan memperhatikan pemaparan, berpartisipasi aktif baik bertanya maupun bercerita pengalaman mengajar dengan menggunakan PJBL.
Bu araştırmanın amacı, ilkokul öğrencilerinin 21. yüzyıl öğrenme ve yenilikçilik becerilerinin çeşitli değişkenler açısından incelenmesi ve bu beceriler arasındaki ilişkinin belirlenmesidir. Bu amaç doğrultusunda araştırmada genel tarama yöntemlerinden karşılaştırma türü ve korelasyonel ilişkisel tarama modelleri kullanılmıştır. Araştırmanın örneklemini ise ilkokul 3 ve 4. sınıfa devam eden 875 öğrenci oluşturmaktadır. Belet Boyacı ve Atalay (2016) tarafından geliştirilen ölçek veri toplama aracı olarak kullanılmış ve veriler SPSS 20.0 paket programında analiz edilmiştir. Analizler için ilişkisiz gruplar t-testi, tek yönlü varyans analizi (ANOVA), Scheffe testi ve korelasyon analizinden yararlanılmıştır. Elde edilen bulgulara göre öğrenme ve yenilikçilik becerilerinde 3. sınıf öğrencileri lehine anlamlı sonuçlara ulaşılmıştır. Ayrıca kız öğrencilerin iş birliği ve iletişim becerilerinde erkek öğrencilere göre anlamlı farklılığa sahip olduğu belirlenmiştir. Bunların yanı sıra öğrenme ve yenilikçilik becerilerinde kodlama eğitimi alanlar ve EBA'nı sık sık kullananlar lehine anlamlı farklılıkların bulunduğu belirlenmiştir. Ancak sosyal medya kullanma durumunun anlamlı bir farklılığa sahip olmadığı görülmüştür. Öğrenme ve yenilikçilik becerilerinin tümünün birbirleriyle orta seviyede ve pozitif yönde ilişkili olduğu tespit edilmiştir. Bu sonuçlar tartışılarak öneriler sunulmuştur.
The aims of this study were to investigate English teachers’ perceptions in implementing Project-Based Learning and to analyze the English teachers’ challenges of implementing Project-Based Learning in Secondary Schools in Bengkulu City. 16 English teachers in Senior High Schools and 14 English teachers in Junior High Schools who have implemented Project-Based Learning in their class served as participants in this study. An explanatory sequential mixed method research applied to investigate the teachers’ perceptions in implementing Project-Based Learning for gathering quantitative data by using Questionnaire in the first phase. Then, in collecting qualitative data to analyze the challenges of the implementation of Project-Based Learning in English classroom, the researcher conducted interview which explained the result in the first phase. There are a total of 30 questions on the questionnaire, all of which pertain the internal factors and the external factors, also the challenges which affected the English teachers’ perceptions in Secondary School. The findings of this study suggested English teachers’ perceptions and challenges in implementing Project-Based Learning in Secondary Schools had a positive response. Meanwhile, the English teachers’ challenges are caused by the limited of time and of knowledge, the management of class, and the situation of pandemic.
The social volunteer project is a part of SWU 353: Logical Thinking and Ethics which is a general education subject taught at Srinakharinwirot University. The social volunteer project is project-based education mainly aimed at developing students’ ability to enhance individuals’ logical thinking and ethics in everyday life and developing students’ life skills. In this project, students were assigned to take charge of every stage and choose their own groups consisting of 10-12 members. Students worked together as a group to explore issues, determine what needs to be developed for target groups, study academic work to determine how to develop target groups, prepare and present activity plans and present the project results through reports and video clips. Instructors acted as advisors and encouraged students to learn at their fullest potential. After the project was completed, instructors had students reflect on their learning and report what they had learned (Learning reflection). The important results of the social volunteer project reflected in students are life skills in different areas consisting of team working skills, communication skills, problem-solving skills, the ability to understand other people and social consciousness which are extremely necessary for life, education and work.
In an environment of slow economic growth where many businesses have failed, one sector that has done exceedingly well is the private education business. This study examines the effect of project-based learning (PBL) and 21st century skills on students’ creativity and competitiveness in private schools in Lahore. Today, enhancing 21st century skills to make students more competitive in an external environment is key to education systems around the world. The PBL framework also supports children’s social and personal development. We have used primary research methods to survey teachers at a range of private schools. The results show that 21st century skills embedded in the PBL framework have a positive impact on students’ creativity and competitiveness. Social development influences creativity and competitiveness the most while personal development is the least influential factor.
“The goal of this chapter is to describe a “pervasive” management approach that continually supports student learning from project planning to post-project reflection. We first define and describe the key features of Project Based Learning as an instructional model. We then identify four project implementation stages and discuss the pervasive management activities associated with each stage. Finally, we suggest several aspects of project based learning that need further theoretical and empirical exploration” (from Introduction, p. 583)
Two purposes of this present paper were to discuss project-based learning (PBl), its definition, features, benefits and challenges, including the process of implementing PBL and to present a successful case in using a PBL approach in an EFl context. Interviews with native English-speaking teachers(NEST) have been conducted by English for Minors II (411202) students at Faculty of Humanities and Social Sciences, Khon Kaen University for three consecutive years. It was found that (1) the students perceived the value and the benefits of participating the project. They learned about different cultures by conversing with the NEST and learned how to work cooperatively with classmates and (2) the students were more motivated to practice and more confident in using the English language, especially listening and speaking.
This study seeks to determine the effect of project based learning (PBL) professional development and implementation on teachers’ perceived ability to teach and assess 21st century skills. At the end of the 2010-2011 school year, data on teaching practices and perceptions were systematically gathered and compared from two groups of teachers matched by demographics, grade and subject: teachers expected to have utilized PBL after extended professional development (44) and teachers who had not received the professional development or not expected to have used PBL (42). Teachers who used PBL and received extensive professional development reported more teaching and assessment of 21st century skills overall, with similar patterns seen within subjects and for nearly all of the measured skills.
Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. Students drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge. From gleaning new, viable technology skills, to becoming proficient communicators and advanced problem solvers, students benefit from this approach to instruction.
Illustrates that project work can be fun, inspiring, challenging, pedagogically valuable, and practical for teachers and students. Using the project, "build a green home," designed for secondary English-as-a-Foreign-language students in Hong Kong, as an example, provides tips for making project work less daunting and more teacher- and student-friendly. (Author/VWL)
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