An Empirical Study of Learners Agency and Identity in Project-based Learning

DOI

10.2991/ichssr-19.2019.127How to use a DOI?

Keywords

project-based learning, learner agency, identity, learning attitude

Abstract

Abstract.This paper aims to explore the status quo and changing situation of Chinese college Student’ agency, identity and attitude in Project-based Learning (PBL). Based on the activity theory, a 12-week classroom project teaching empirical study was conducted on a class of 40 students in a Chinese university. The following conclusions were drawn through classroom observation, semi-structured interviews, and student reflection diaries: 1) Students’ self-identity is influenced by project team rules and division of labor; 2) Group collaboration activities contribute to the English learning agency of the students in the study. Through the use of tools, students participate in the division of labor and complete their tasks with stronger motivation as well as clear purpose; 3) Students’ participation, self-identity and initiative are enhanced and more positive attitude is adopted. The project teaching method can effectively combine the in-class and after-class learning, and strengthen students' learning initiative.

Copyright

© 2019, 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  - Mingmei Du
PY  - 2019/05
DA  - 2019/05
TI  - An Empirical Study of Learners Agency and Identity in Project-based Learning
BT  - Proceedings of the 2019 5th International Conference on Humanities and Social Science Research (ICHSSR 2019)
PB  - Atlantis Press
SP  - 655
EP  - 659
SN  - 2352-5398
UR  - https://doi.org/10.2991/ichssr-19.2019.127
DO  - 10.2991/ichssr-19.2019.127
ID  - Du2019/05
ER  -