Asst. Prof. Phairin Rugsakorn, Ed.D. An Investigation of Change: Introducing Project-based Language...
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Transcript of Asst. Prof. Phairin Rugsakorn, Ed.D. An Investigation of Change: Introducing Project-based Language...
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