期刊刊名：正修通識教育學報 　 卷期：17期

篇名出版日期：2020年6月1日

作者：Yi-Hsuan Lin,林宜瑄

語言：English

關鍵字：Key ESP (English for Specific Purposes), Tourism English, Project-based learning, peerinteraction,專業英文,觀光英文,任務導向學習,同儕互動

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摘要：
This study investigated the effects of Project-based Learning (PBL) on the English for specific purpose (ESP) course of tourism offered to all departments of students in a university. The class taught with PBL approach was designed to prime students' interest and create a context for learning content through deeper researching in order to complete collaborative works with their peers. Two classes taught by the same instructor were compared, one with the teacher-centered approach focusing only on textbook, the other with collaborative Project-based approach (shooting micro-film to promote tourism in Taiwan, writing and sending post cards with marketing messages, and planning travel itinerary within a budget). The PBL class had heavier loading as the students were required to master the contents of the textbook and also complete the projects. Even with more work, no statistical significant difference was found on the summative textbook exam performances between the students instructed with these two approaches, indicating PBL did not interfere with textbook learning. The survey data and reflective notes collected from the participants also showed that the students felt that they were empowered with the content language and knowledge through the projects and learned how to use available tools to better manage tourism (e.g., they learned the editing skills in shooting the micro-film, or marketing skills in running their websites when promoting traveling products). The survey also demonstrated that PBL approach increased students' emotional engagement which ameliorated their performance on the assignments. In students' reflective notes, it showed that through engagement, a team of students might have developed certain ownership over their projects, and sense of pride as one of the team members. If a team could develop the 'sink or swim' spirit, the group dynamics could be built successfully. However, this study also showed that as the participants were from different departments, the instructor needed to provide training on developing teamwork skills; otherwise, it was difficult for some students to work together.

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