Asst. Prof. Phairin Rugsakorn, Ed.D.

An Investigation of Change: Introducing Project-based Language Learning (PBLL)

to an Independent Study Course

ContextTheoretical framework of PBLL Research methodologyFindingsChanges occurred in three areasFactors Contributing to the Successful

Change

Context:The Independent Study Course (ISC) as a

course of English for International Communication (EIC) Program in the Faculty of Lib. Arts. in a regional university in southern Thailand

The requirement of the ISC = carrying out research on the English language study

Change in the EIC syllabus structure

Students’ inexperience in

carrying out research

The issue of teaching the Independent Study Course

(ISC)

Teachers’ inexperience in teaching students’

research

DefinitionA project-based language learning

(PBLL) approach is an innovative, instructional approach that has a project as its centrality (Thomas 2000; Beckett 2006; Stoller 2006).

The conceptual framework of PBLL

PBLL

Ideology

Learner-centredness

Degrees of structure

Unstructured

Semi-structured

Structured

Methodology

Research-based teaching

Language learningLearner autonomy

Collaborative learning

My belief:PBLL approach is an alternative to effective

teaching the student research in this EFL context

Teachers need to have an understanding of the PBLL before adopting and adapting the approach

The adoption of PBLL as a change Change may occur when introducing new

approaches to teaching new courses (Fullan 2001)

A qualitative teacher research (e.g., Freeman 1998 & Loughran 2007)

An Investigation of Change:

Introducing Project-based Language Learning (PBLL) to an Independent Study Course

Purposes: To address the issue of teaching

students’ research on language research in the ISC

To investigate changes in stakeholder roles, beliefs and practices during the introduction of PBLL to the design and implementation of the ISC

To explore factors affecting the changes

Research Questions:1. In what ways do stakeholder change their roles, beliefs and practices when a project-based language learning approach is introduced to the teaching of the Independent Study Course for the English undergraduates in a Thai University?

2. What factors affect the stakeholder changes in roles, beliefs and practices?

Data generation:Period: 5 months (Oct 2, 2008 – March 3,

2009)

Research site: The English for International Communication (EIC) Program, the Faculty of Liberal Arts, at a regional university situated in southern Thailand

Research participants: 35 (12 English teachers & 23 EIC students enrolled in the ISC

The Input package:1.1 Teacher’s guide1.2

Change theory in education

The change

Change or innovation

Process of change

Phases

Initiation

Implementation

Continuation

Approach to change

Strategies for effective change

Models of change

Change stakeholders

Change in beliefs & practice

Findings:

At the initiation phase:

Through self-study, the teachers developed understanding of the PBLL approach.

Teacher understanding was influenced by - previous teaching experiences - educational background - personal research experience.

The PBLL methodology presented in the input package was useful as a reference, but did not necessarily represent their own teaching contexts.

The teachers chose to design their own research-teaching course, based on a PBLL approach and taking account of local factors.

The course developers adopted a semi-structured PBLL teaching method.

In the implementation phase:

The students did not have much understanding of the approach.

Most students were highly motivated to complete the course.

The advisers acknowledged the progress and achievement of the students.

The adoption of PBLL as a change

Changes occurred in three areas: 1) Change in roles of stakeholders 2) Change in students: the development of

learner growth 3) Change in administrators and teachers:

participants’ beliefs and practices

1) Change in roles of stakeholders

Students

Administrators

Teachers

Teacher-led learners

- Research-doers

Administrative staff

-Adopters -Collaborative innovation managers

-Instructors -Knowledge feeders

- Change agentCourse developers & managersResearch advisers & assessorsKnowledge builders

2) Change in Students: The Development of Learner Growth

The progress and achievement of the students at a satisfactory level

The student development of language skills, and research & problem-solving skills

The growth of student learning autonomy and effective learning outcomes

 

3) Change in Administrators and Teachers: Participants’ Beliefs and PracticesDevelopment of a deeper understanding of

and positive attitudes towards the adopted PBLL approach

The change in teachers’ beliefs in PBLL positive outcomes

An increase of administrators’ awareness of teacher and student needs

Close relationships & collaborative working culture

Factors Contributing to the Successful Change

Teacher learning and conceptualization of the PBLL framework

Teacher and administrator involvement and collaboration

The formation of supportive and shared leadership between administrators and teachers & growth in teacher leadership