Email this article 
UNVEILING STUDENTS' CHALLENGES AND ATTITUDES TOWARDS PROJECT-BASED LEARNING IN ENGLISH-SPEAKING TERTIARY CLASSROOM
(1) University of Bengkulu, Indonesia
(2) University Malaya, Malaysia
(3) Universitas Islam Negeri Raden Fatah Palembang, Indonesia
(4) University of Bengkulu, Indonesia
(*) Corresponding Author
Abstract
University students learning English as a Foreign Language (EFL) often struggle with speaking anxiety, limited practice opportunities, and performance pressure. This paper explores the challenges and attitudes of EFL university students towards Project-Based Learning (PBL) implemented in a speaking class at the tertiary level in the Indonesian context. The study included 35 university students from a public university in Indonesia. The researchers employed a mixed-methods approach to examine students' attitudes and challenges. Data were gathered through a questionnaire and semi-structured interviews. The analysis of the questionnaire revealed predominantly positive attitudes towards PBL. The interviews uncovered challenges, such as lack of confidence, pronunciation difficulties, time constraints, heavy workload, and performance anxiety. Despite these challenges, the students had positive attitudes, emphasising PBL's potential for enhancing speaking skills. The study recommends targeted interventions to address lingering challenges and refine PBL implementation.
Keywords
Full Text:
PDFReferences
Amalia, S., Badriyah, B., & Ramdhani, M. I. (2022). Language environment programs and students’ speaking performance: A study at one Islamic Boarding School. IJER (Indonesian Journal of Educational Research), 7(2), 74-81. https://doi.org/10.30631/ijer.v7i2.212
Assapari, M.M., & Hidayati, R. (2023). EFL speaking student readiness to use mobile-assisted language learning. LLT Journal: A Journal on Language and Language Learning, 26(1), 365-378. https://doi.org/10.24071/llt.v26i1.5240
Atikah, D., Syukri, S., Marhalisa, M., & Halim, A. (2022). Perception of the use of project learning in the EFL context. ICONIK International Conference: Transdisciplinary Paradigm on Islamic Knowledge, KnE Social Sciences, 7(8), 180-189. http://dx.doi.org/10.18502/kss.v7i8.10736
Choi, J., Lee, J. H., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45–57. http://dx.doi.org/10.1016/j.tate.2019.05.005
Eagly, A. H., & Chaiken, S. (1998). Attitude structure and function. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), Handbook of social psychology (pp. 269-322). New York: McGraw-Hill.
Gardner, R., & Lambert, W. (1972). Attitudes and motivations in second language learning. Rowley, MA: Newbury House.
Farouck, I. (2016). A project-based language learning model for improving the willingness to communicate of EFL students. Journal on Systemics, Cybernetics and Informatics, 14 (2), 11–18.
Foss, P., Carney, N., McDonald, K., & Rooks, M. (2007). Project-based learning activities for short-term intensive English programs. Asian EFL Journal, 23 (3), 1–19.
Gómez-Pablos, V.B., Pozo, M. M. D., & Munoz-Repiso, A. G-V. (2017). Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers. Computers in Human Behavior, 68(3), 501-512. https://doi.org/10.1016/j.chb.2016.11.056
Grossman, P., Dean, C. G. P., Kavanagh, S. S., & Herrmann, Z. (2019). Preparing teachers for project-based teaching. Phi Delta Kappan, 100(7), 43-48. https://doi.org/10.1177/0031721719841338
Hafner, C. A., Li, D. C., & Miller, L. (2015). Language choice among peers in project-based learning: A Hong Kong case study of English language learners’ plurilingual practices in out-of-class computer-mediated communication. Canadian Modern Language Review, 71(4), 441-470. http://dx.doi.org/10.3138/cmlr.2712
Humaira, T. (2023). Assessing the impact of convergent thinking ability on English speaking proficiency. LLT Journal: Journal on Language and Language Learning, 26 (1), 41–53. https://doi.org/10.24071/llt.v26i1.5232
Kavlu, A. (2017). Implementation of project-based learning in EFL classrooms in Fezalar educational institutions (Iraq). International Journal of Social Sciences & Educational Studies, 4(2), 67–79. http://dx.doi.org/10.23918/ijsses.v4i2sip67
Kayi, H. (2012). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, XII(11), 0–12. http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html
Ke, L. (2010). Project-based college English: An approach to teaching non-English majors. Chinese Journal of Applied Linguistics (Foreign Language Teaching & Research Press), 33(4), 99–112.
Kim, E.J. (2008). Status quo of CLT-based English curricular reform: A teacher’s voice from the classroom. English Teaching, 63(2), 43–69. http://dx.doi.org/10.15858/engtea.63.2.200806.43
Kim, S. Y. (2016). Teaching and learning (PBL) and explore the convergence of the effects of the practical skills. Journal of the Korea Convergence Society, 7(2), 109–118. http://dx.doi.org/10.15207/JKCS.2016.7.2.109
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733
Kusumawati, I. (2021). Implementing project-based learning's speaking skills for tenth-grade vocational high school students. Celt: A Journal of Culture, English Language Teaching & Literature, 19(2), 377. https://doi.org/10.24167/celt.v19i2.535
Miles, M.B., Huberman, A.M., Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). London, UK: Sage Publications.
Minami, T., & Ohura, Y. (2015). How does a student's attitude influence learning achievement? An analysis of attitude-representing words appearing in looking-back evaluation texts. International Journal of Database Theory and Application, 8(2),129-144. http://dx.doi.org/10.14257/ijdta.2015.8.2.13
Poonpon, K. (2017). Enhancing English skills through project-based learning. The English Teacher, 11, 1–10.
Purba, H.R.P., & Setiawan, S. (2021). Dealing with speaking anxiety: A case study of the implementation of Sidang Akademi at a school in central Java. LLT Journal: Journal on Language and Language Teaching, 24(1), 70-81. https://doi.org/10.24071/llt.v24i1.2647
Rehman, N., Mahmood, A., & Kong, W. (2023). Altering students' attitude toward math learning through project-based learning: A math project. Research Square, 1–29. https://doi.org/10.21203/rs.3.rs-2692214/v1
Richards, J.C. (2006). Communicative language teaching today. New York, NY: Cambridge University Press.
Saputra, J.B. (2015). Communicative language teaching: Changing students’ speaking skill. Premise: Journal of English Education, 4(1), 1-15. http://dx.doi.org/10.24127/pj.v4i1.277
Slabodar, I. (2023). What do the lecturers think? EPIC lecturers’ perceptions of implementing PBLL to teach the speaking skills. Teaching English as a Second or Foreign Language-TESL-EJ, 27(2), 20-30. https://doi.org/10.55593/ej.26106a4
Shirzad, S., Barjesteh, H., Dehqan, M., & Zare, M. (2022). Epistemic beliefs and learners' self-efficacy as predictors of language learning strategies: Toward testing a model. Frontiers in Psychology, 13, 1-15. https://doi.org/10.3389/fpsyg.2022.867560
Simpson, J. (2011). Integrating project-based learning in an English language tourism classroom in a Thai university (Doctoral dissertation). ACU Research Bank.
Sirisrimangkorn, L. (2021). Improving EFL undergraduate learners' speaking skills through project-based learning using presentation. Advances in Language and Literary Studies, 12(3), 65-72. https://doi.org/10.7575/aiac.alls.v.12n.3.p.65
Syafryadin, S., Nurkamto, J., Linggar, D. A., & Mujiyanto, J. (2017). Active, belief, and consequence (ABC) model technique in minimising students' speech anxiety. Proceedings of ISELT FBS Universitas Negeri Padang, 5, 320-324. http://ejournal.unp.ac.id/index.php/selt/article/view/8021
Torres, A. M. V., & Rodríguez, L. F. G. (2017). Increasing EFL learners’ oral production at a public school through project-based learning. Profile Issues in Teachers’ Professional Development, 19(2), 57-71. https://doi.org/10.15446/profile.v19n2.59889
Tran, T.Q., & Tran, T.N.P. (2020). Attitudes toward the use of project-based learning: A case study of Vietnamese high school students. Journal of Language and Education, 6(3), 140-152. https://doi.org/10.17323/jle.2020.10109
Wahyudin, A.Y. (2017). The effect of project-based learning on L2 spoken performance of undergraduate students in English for business class. Advances in Social Science, Education and Humanities Research (ASSEHR), 82, 42-46. https://doi.org/10.2991/conaplin-16.2017.9
Wang, X. (2022). Influences of learning emotion on learning outcome in online teaching mode. iJET: International Journal of Emerging Technologies in Learning, 17(8), 126–139. https://doi.org/10.3991/ijet.v17i08.30459
Wulandari, N. A., Amalia, S., & Ramdhani, M. I. (2022). Investigating speaking difficulties of senior high school students: linguistics and psychological problems. English Franca: Academic Journal of English Language and Education, 6(1), 151-166. http://dx.doi.org/10.29240/ef.v6i1.4271
Yanagi, M., & Baker, A.A. (2015). Challenges experienced by Japanese students with oral communication skills in Australian Universities. TESOL Journal, 7(3), 621–644. https://doi.org/10.1002/tesj.229
Yang, D., & Puakpong, N. (2016). Effects of project-based learning on speaking abilities of non-English major Chinese students. Proceedings of CLaSIC, 410-427.
Yilmaz, Y., & Firat, E, A. (2023). Investigation of the factors affecting the secondary school students' project-based virtual learning qualifications by structural equation modelling. Malaysian Online Journal of Educational Technology, 11(1), 1-13. https://doi.org/10.52380/mojet.2023.11.1.394
Yusuf, M. Y., Marzani, M., Lubis, T., & Anggraeni,G.S. (2023). The influence of learning attitudes and motivation on students’ learning achievement. JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan), 8(1), 1–14. https://doi.org/10.31851/jmksp.v8i1.9844
Zhang, Y. (2015). Project-based learning in Chinese college English listening and speaking course: From theory to practice. Canadian Social Science, 11(9), 40–44. http://dx.doi.org/10.3968/7532
DOI: https://doi.org/10.24071/llt.v27i1.8181
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Syafryadin Syafryadin, Juliana Binti Othman, Shynta Amalia
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
LLT Journal Sinta 1 Certificate (S1 = Level 1)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 1 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 169/E/KPT/2024. Validity for 5 years: Vol ... No 1, 20... till Vol ... No 2, 20...
Sinta 1 certificate to post here asap. Thank you for your patience and understanding.
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.