Exploring the Effectiveness of Project-Based Learning on Speaking Test Performance
Those authors contributed equally.
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- Project-Based Learning; IELTS; Fluency; Vocabulary; Grammar; Pronunciation
Project-Based Learning (PBL) has been widely used in language academic research. This paper reviews previous research on implementing PBL in speaking lessons with various communicative tasks, including online and offline activities. The main aim is to explore the effectiveness of the PBL teaching approach in enhancing students’ oral fluency, vocabulary, grammar and pronunciation, which is from the perspective of band descriptors in IELTS speaking - an international English proficiency test. The result indicates that the four aspects in speaking band descriptors: fluency and coherence, lexical resource, grammatical range and accuracy, together with pronunciation, have all been improved through the project learning process, though the impact on fluency and lexical resource is more significant than that in grammar and pronunciation. In addition, students tend to have a more positive attitude in learning, and also play a more active role in a speaking activity.
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Cite this article
TY - CONF AU - Heli Huang AU - Chang Sun PY - 2022 DA - 2022/06/01 TI - Exploring the Effectiveness of Project-Based Learning on Speaking Test Performance BT - Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022) PB - Atlantis Press SP - 2221 EP - 2227 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220504.403 DO - https://doi.org/10.2991/assehr.k.220504.403 ID - Huang2022 ER -