Date of Submission
This empirical study provided an in-depth examination of Thai students' English language proficiency, their learning skills and their self-confidence during the application of project-based learning (PBL) in an EFL learning context. The study examined whether PBL could enhance Thai university students' English language proficiency, their learning skills and self- confidence. The method of teaching and learning English language through PBL was a contrast to the current teaching of English in Thailand where it is treated as a subject, not a medium of communication.
This is a mixed research study utilising both quantitative and qualitative instruments to collect data from participants. The study was conducted in an EFL classroom in a major regional Thai university. Data were collected from 26 third year students majoring in English enrolled in English for Tourism course. The data were derived from four quantitative instruments including TOEFL® PBT, a writing test, a speaking test and an observation schedule and the rich information was obtained from five qualitative instruments including student surveys, project diaries, open-ended questionnaires, field notes and work-in-progress discussions. The research instruments were utilised for one semester. To investigate the English proficiency of different levels of students, the students were divided into three groups (high, medium and low groups) based on the raw cores collected from the overall results of the three pre-tests (TOEFL® PBT, a writing test and a speaking test)...
School of Education
Doctor of Philosophy (PhD)
Faculty of Education
Simpson, J. (2011). Integrating project-based learning in an English language tourism classroom in a Thai university (Doctoral thesis, Australian Catholic University). Retrieved from http://researchbank.acu.edu.au/theses/378