Article Open Access http://dx.doi.org/10.26855/er.2024.03.017
Research on Project-based Learning in Practical English Education
Xiaolong Shi
Xi'an Fanyi University, Xi'an, Shaanxi, China.
*Corresponding author: Xiaolong Shi
Published: April 29,2024
Abstract
Project-Based Learning (PBL) has gained significant attention in the field of English education as an effective pedagogical approach to enhance language acquisition and communication skills. This paper presents a comprehensive review of research on PBL in practical English education. The analysis encompasses studies conducted in various educational contexts, including primary and secondary schools, universities, and language institutes. PBL is shown to be an engaging and student-centered methodology that promotes active learning, critical thinking, and collaboration. The reviewed literature demonstrates its potential to improve language proficiency, cultural awareness, and problem-solving abilities among learners. Additionally, PBL fosters real-world application of language skills, which can better prepare students for future career opportunities. However, challenges related to teacher preparation, assessment strategies, and curriculum alignment are also highlighted. Future research should focus on addressing these challenges and further investigating the impact of PBL on English language education outcomes. Overall, this review underscores the importance of PBL in practical English education and its potential to transform traditional language learning approaches into more interactive and meaningful experiences for students.
References
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How to cite this paper
Research on Project-based Learning in Practical English Education
How to cite this paper: Xiaolong Shi. (2024). Research on Project-based Learning in Practical English Education.The Educational Review, USA, 8(3), 433-437.
DOI: http://dx.doi.org/10.26855/er.2024.03.017