Incorporating project-based language learning into distance learning: Creating a homepage during computer-mediated learning sessions

Abstract

This quasi-experimental study reports on the outcomes of a video-synchronous learning program in which an element of project-based foreign language learning was integrated. The project chosen was to cooperatively create a homepage. American students learning Japanese in the United States and Japanese students learning English in Japan made pairs and communicated in both their native and target languages via Skype to complete the project. The goals of this educational program were to increase intrinsic motivation in learners and improve their target language oral abilities, and identify challenges and problems with implementation. The program was conducted during the spring semester in 2017 and evaluated both quantitatively (via pre- and posttests) and qualitatively (via surveys and reflection papers). The results show that both groups of students had improved their mean length of utterance in their target language, a strong indicator of increased speaking ability. Furthermore, qualitative analysis showed their motivation levels increased as compared to previous similar programs. Although the majority of the students were interested in creating a homepage, there were some technical problems with the homepage creation software.

Effectiveness of project technology in training Philology teachers for teaching modern business Ukrainian language

“…At the same time, the second group of students seeks to maintain their status by obtaining high grades, and pursue their interests outside of learning. Kato et al (2020) and Beckett and Slater (2019) also note this attitude to learning. The authors express the disappointing opinion that the main motivation is still the desire to obtain high grades, and not the acquisition of professional knowledge.…”

A Case Study of Collaborative Online International Learning Between Finnish and Japanese University Students: Learning and Using English Beyond the Classroom

“…What was unique about this project is that it included synchronous sessions and was carefully designed so that students could develop their critical thinking skills as well. At the end of the project, the reflections of the students from San Jose State University were overall positive, and some students maintained close relationships with Japanese students even after the course ended� Kato et al (2020) conducted a project-based foreign language learning project between Shizuoka University and the University of North Carolina at Charlotte. They had students communicate via Skype and collaboratively create their own homepages.…”

Untitled

“…What was unique about this project is that it included synchronous sessions and was carefully designed so that students could develop their critical thinking skills as well. At the end of the project, the reflections of the students from San Jose State University were overall positive, and some students maintained close relationships with Japanese students even after the course ended� Kato et al (2020) conducted a project-based foreign language learning project between Shizuoka University and the University of North Carolina at Charlotte. They had students communicate via Skype and collaboratively create their own homepages.…”