PROJECT-BASED LEARNING IN ЕNGLISH FOR SPECIFIC PURPOSES: AFFECTIVE OUTCOMES

Наслеђе 59 (2024) [83-96]

АУТОР(И) / AUTHOR(S): Vera V. Ošmjanski

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DOI: 10.46793/NasKg2459.083O

САЖЕТАК /ABSTRACT:

This cross-sectional study examines the affective learning outcomes of implementing project-based learning (PBL) activities in the English for Specific Purpose (ESP) course in order to determine whether there is a rationale for incorporating PBL as a fundamental component of ESP instruction. The examined group comprised of 48 second-year students at the Faculty of Philosophy, University of Belgrade. The gathered data were subjected to qualitative and quantitative analysis. The findings corroborate the initial hypothesis  that  the  introduction of project-based activities in the ESP course yields favourable results for students in terms of their proficiency in both subject matter and language acquisition. The results indicate that project work is perceived to be particularly beneficial for the development of the following skills: speaking, listening, presentation, communication, research, and team- work. The main drawback identified is the imbalance of commitment among team members, leading to task allocation issues and conflicts within teams. The paper emphasizes the need for a paradigm shift, so that the project-based learning becomes a practical reality in higher education ESP courses.

КЉУЧНЕ РЕЧИ / KEYWORDS: 

English for Specific Purposes, project-based learning, language learning, language skills, transferable skills, team work, affective learning outcomes

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