Effects of project-based learning in a Japanese language course: A case study from the Yesin University of Dalat

Project-based learning (PBL) is an approach that can improve learner motivation and enhance learner autonomy. This report describes the implementation of a clarified project with a poster and video clip linked PowerPoint presentation structure and the student perceptions of this project within a Ja...

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Main Author: Nguyen Thi Diem Ha
Format: Article
Language:English
Published: HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE 2020-12-01
Series:Ho Chi Minh City Open University Journal of Science - Social Sciences
Subjects:
Online Access:https://journalofscience.ou.edu.vn/index.php/soci-en/article/view/958
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spelling doaj-b6f1acc789b44677aa967bebe5a801252021-06-11T02:48:15ZengHO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCEHo Chi Minh City Open University Journal of Science - Social Sciences2734-93572734-96242020-12-01102415110.46223/HCMCOUJS.soci.en.10.2.958.20201097Effects of project-based learning in a Japanese language course: A case study from the Yesin University of DalatNguyen Thi Diem Ha0Department of Foreign Languages, The Yersin University of DalatProject-based learning (PBL) is an approach that can improve learner motivation and enhance learner autonomy. This report describes the implementation of a clarified project with a poster and video clip linked PowerPoint presentation structure and the student perceptions of this project within a Japanese language course at the Department of Foreign Languages, Yersin University of Da Lat. The study used student questionnaire data with a sample size of n = 31. Descriptive statistics, Cronbach’ alpha measurement, and Pearson product-moment tests were means for the analysis of responses. Results showed that the students’ attitudes towards the project were favourable, and the respondents gained significant improvement in learning motivation and autonomy. Findings also indicated that the teacher’s instructions were helpful throughout the process.https://journalofscience.ou.edu.vn/index.php/soci-en/article/view/958project-based learningjapanese languagemotivationautonomycorrelational study
collection DOAJ
language English
format Article
sources DOAJ
author Nguyen Thi Diem Ha
spellingShingle Nguyen Thi Diem Ha
Effects of project-based learning in a Japanese language course: A case study from the Yesin University of Dalat
Ho Chi Minh City Open University Journal of Science - Social Sciences
project-based learning
japanese language
motivation
autonomy
correlational study
author_facet Nguyen Thi Diem Ha
author_sort Nguyen Thi Diem Ha
title Effects of project-based learning in a Japanese language course: A case study from the Yesin University of Dalat
title_short Effects of project-based learning in a Japanese language course: A case study from the Yesin University of Dalat
title_full Effects of project-based learning in a Japanese language course: A case study from the Yesin University of Dalat
title_fullStr Effects of project-based learning in a Japanese language course: A case study from the Yesin University of Dalat
title_full_unstemmed Effects of project-based learning in a Japanese language course: A case study from the Yesin University of Dalat
title_sort effects of project-based learning in a japanese language course: a case study from the yesin university of dalat
publisher HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE
series Ho Chi Minh City Open University Journal of Science - Social Sciences
issn 2734-9357
2734-9624
publishDate 2020-12-01
description Project-based learning (PBL) is an approach that can improve learner motivation and enhance learner autonomy. This report describes the implementation of a clarified project with a poster and video clip linked PowerPoint presentation structure and the student perceptions of this project within a Japanese language course at the Department of Foreign Languages, Yersin University of Da Lat. The study used student questionnaire data with a sample size of n = 31. Descriptive statistics, Cronbach’ alpha measurement, and Pearson product-moment tests were means for the analysis of responses. Results showed that the students’ attitudes towards the project were favourable, and the respondents gained significant improvement in learning motivation and autonomy. Findings also indicated that the teacher’s instructions were helpful throughout the process.
topic project-based learning
japanese language
motivation
autonomy
correlational study
url https://journalofscience.ou.edu.vn/index.php/soci-en/article/view/958
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