Improving Oral Communicative Competence in English Using Project-Based Learning Activities

Abstract

The quasi-experimental study investigated the effectiveness of using project-based learning (PjBL) activities as a teaching strategy in improving the oral communicative competence of Malaysian English language learners. The participants included 44 diploma students enrolled in a Communicative English course at a technical college in the Peninsular Malaysia, who were purposely selected for the study. The intervention comprised a 12-week lessons taught using PjBL teaching strategy and centred on eight PjBL activities. Data were collected using a speaking test and a listening test, which were administered as pre-tests and post-tests, and a student questionnaire which was administered at the end of the study. Data analysis involved the procedure of MANOVA, as well as descriptive statistics such as mean, standard deviation and percentage. The findings revealed a significant improvement in the learners’ overall oral communicative competence and a high perception of PjBL by the learners. It is concluded that PjBL teaching strategy is effective in improving the oral communicative competence of the English language learners. The study recommends the use of PjBL as a suitable English language teaching strategy for technical students who are generally low proficient English language learners.

Project Based Learning Model in Teaching Deutsch Fűr Tourismus for Foreign Language Students

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Using Gold Standard Project Based Learning for Intermediate Year Three Pupils to Enhance English Speaking Skill: A Conceptual Paper

“…There are many studies on implementation of Project Based Learning in enhancing language acquisition, with positive impact. Most of the studies affirmed that using PBL approach in learning helps the pupils to develop their language skills (Azura et al, 2012;Newprasit & Seepho 2015;Shanthi et al 2015;Zhang, 2015) as cited in Bakar et al (2019). However, there are limited studies to explore the implementation of Gold Standard Project Based Learning in Malaysian classroom (Aiedah & Lee, 2012).…”

The Effectiveness of Using Multiple Intelligences Supported Project Based Learning and Participatory Learning in Developing Prospective Teachers' EFL Receptive Skills and English Language Learning Satisfaction

“…They help learners to communicate, collaborate and engage with each other to perform their goals. Because of the importance of PBL and PL in teaching and learning English language and its skills, researchers conducted studies through using them at the university level such as Eid (2008), Poonpon (2011) ,Al-Sabagh (2012 ,Al-Neguly (2013) , Marwan (2015), Shehata (2015) , El-Shehawy (2017) , Kimsesiz, Dolgunsöz &Konca (2017) , Mahmoud (2017) , Pilten, Pilten & Sahinkaya (2017) , Mahasneh & Alwan (2018) ,Carrabba &Farmer (2018) , Duman & Yavuz (2018) , Sirisrimangkorn (2018) , Elsadek (2018) , Zahran (2018) , Abu Bakar, Noordin & Razali (2019) and El-Sayed (2019) .…”