Effects of using project-based activities on oral communicative competence of tertiary ESL learners from technical and vocational education and training
Grounded in the concept of Zone of Proximal Development in the Social Development Theory, the Communicative Competence Theory and the Gold Standard PBL model, the current study looks into the effects of using projectbased learning (PjBL) activities as a teaching strategy on the oral communicative...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2019
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/90624/1/FPP%202020%2011%20IR.pdf |
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| Summary: | Grounded in the concept of Zone of Proximal Development in the Social
Development Theory, the Communicative Competence Theory and the Gold
Standard PBL model, the current study looks into the effects of using projectbased
learning (PjBL) activities as a teaching strategy on the oral communicative
competence of ESL learners from a Malaysian TVET higher learning institution. It
also investigates the perceptions of the TVET learners in relation to the effects of
PjBL as a teaching strategy. A quasi-experimental design, known as non randomised
(pre-test and post-test) with control group design was employed.
Forty-four students from a diploma programme at two centres of the TVET
institution were purposely selected and divided into the experimental and control
groups according to their intact groups. Data were collected from speaking pre
and post-tests, listening pre and post-tests and a questionnaire. The study was
conducted for eighteen weeks. The experimental group was taught the
Communicative English course using PjBL teaching strategy as a treatment. Data
from speaking and listening pre-tests and post-tests were analysed using t-tests,
ANCOVA and MANOVA. The procedure began with the analysis of the pre-tests
and post-tests and followed by a descriptive analysis on the data from the
questionnaire. The results of t-tests showed no significant difference between
groups in speaking skills (p=.870) but found a significant difference between
groups in listening skills (p=.027). The results from MANOVA showed a significant
difference between groups in the overall communicative competence (p=.042).
Meanwhile, the results of the questionnaire revealed that a majority of TVET
learners in the PjBL group were moderately competent communicators (64%) who
held high perceptions of the strengths of PjBL teaching strategy in the
Communicative English course (M=4.02). This study concluded that PjBL
teaching strategy is more resultant than the conventional teaching strategy in improving the English language oral communicative competence of TVET
learners at the higher learning institution. This work contributes to new knowledge
related to the effects of PjBL on the oral communicative competence of ESL
learners from the TVET field in Malaysian context. It also reinforces the ideas
presented in the theories and model used in the present study. Finally, several
recommendations for further research work are also given at the end of this thesis. |
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