Pedagogical Use of Social Media in Digitally Mediated English Teaching: Pre-Service Teachers’ Perspectives
DOI:
https://doi.org/10.31849/1t4c4m83Keywords:
Project-Based Learning , EFL, Speaking Course, Students' Perceptions, Speaking SkillsAbstract
Project-Based Learning (PjBL) has become more widely used in English Foreign Language (EFL) classrooms to promote active learning, collaboration, and authentic language use. Speaking classes using Project Based Learning can give the learners tasks related to project completion, presentations and real-world activities. Despite the positive interest in PjBL, studies that explored students’ perceptions on its implementation are still minimal particularly to speaking classes at university as well this study taken place at Sriwijaya Univesity. This study is intended to find out the students’ perception towards Project-Based Learning in Speaking Class and also its challenges. A quantitative descriptive research design was used in this study. The participants consisted of 39 undergraduate students enrolled in a speaking for academic purpose course at Sriwijaya University. Data were collected using 13-items closed-ended questionnaire and 3 items open-ended questionnaire administered through Google Forms. The data were analyzed using descriptive statistics, including frequencies and percentages. The results showed that students had very positive perceptions to PjBL. Aspects with the most positive ratings included creativity development, independent learning skills and pronunciation improvement confidence over speaking. The results also provided evidence that PjBL was considered to promote speaking, collaboration, authentic learning and student engagement. However, challenges related to time management, group coordination, technical issues, and language production were also identified. Overall, the findings suggest that PjBL is a promising instructional approach for promoting speaking development and learner engagement in EFL higher education contexts.
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