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English as an International Language Project-Based Learning: A Focus on Young Chinese Learners’ Beliefs

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  • Xiaoli Zheng

Abstract

This study explored young Chinese learners' beliefs about English as an international language through project-based language learning in a Chinese rural school. Three English teachers and 102 Grade 6 Chinese EFL learners participated in two separate phases. Phase 1 explored how teachers implemented the project-based language learning via classroom observation and semi-structured interviews. The findings from this phase were used to construct the six aspects of the EIL project-based language learning questionnaire in Phase 2. The questionnaire was developed to explore learners’ beliefs about EIL and project-based language learning in a Chinese rural school. The questionnaire revealed that the learners strongly believed in learning English as an international language through project-based language learning. Five aspects received similar positive responses, namely, collaboration, authenticity, intellectual challenge and accomplishment, and project management and reflection. However, only the aspect of public product received a more negative response.

Suggested Citation

  • Xiaoli Zheng, 2022. "English as an International Language Project-Based Learning: A Focus on Young Chinese Learners’ Beliefs," English Language Teaching, Canadian Center of Science and Education, vol. 15(8), pages 1-1, August.
    • Handle: RePEc:ibn:eltjnl:v:15:y:2022:i:8:p:1
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    References listed on IDEAS

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    1. Iakovos Tsiplakides & Iosif Fragoulis, 2009. "Project-based learning in the teaching of English as a foreign language in Greek primary schools: from theory to practice," English Language Teaching, Canadian Center of Science and Education, vol. 2(3), pages 113-113, September.
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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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