The Effect of Project-Based Learning on L2 Spoken Performance of Undergraduate Students in English for Business Class

DOI

10.2991/conaplin-16.2017.9How to use a DOI?

Keywords

ESP; undergraduate student; project-based learning; spoken performance; quasi experimental.

Abstract

Project-based Learning (PBL) has become the central part in ESP practice in higher education. The present study tried to confirm the questions whether the students' foreign language (L2) oral performance in English for Business (EFB) Class is affected significantly after PBL is tailored. The study conducted for a semester used an experimental design with the total of 60 students as participants. Before the learning process began, the students were assigned randomly to experimental class (learning EFB through PBL) and control class (learning EFB through Presentation, Practice, Production). In both classes, business presentation was employed as oral test in order to reveal the difference of the L2 spoken performance between experimental class and control class. The finding in this study pointed out that the students who learn EFB through PBL outperformed the students who learned EFB through PPP. Since the finding of this study confirms numerous previous studies done in identical area, it is recommended that practitioners apply PBL as an alternative way to teach ESP class particularly at undergraduate level.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Achmad Yudi Wahyudin
PY  - 2016/11
DA  - 2016/11
TI  - The Effect of Project-Based Learning on L2 Spoken Performance of Undergraduate Students in English for Business Class
BT  - Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9)
PB  - Atlantis Press
SP  - 42
EP  - 46
SN  - 2352-5398
UR  - https://doi.org/10.2991/conaplin-16.2017.9
DO  - 10.2991/conaplin-16.2017.9
ID  - Wahyudin2016/11
ER  -