Integrating Project-Based Learning in an English for Academic Purposes Course: A Case Study of Thai Medical Students

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Areerug Mejang


This current quasi-experimental classroom research was designed to investigate the effects of integrating project-based learning (PBL) in an English for academic purposes (EAP) course in the following areas: reading proficiency, knowledge of academic vocabulary, nature and characteristics of students’ projects, and students’ attitudes and motivation. The participants of the study were 61 second year medical students enrolled in an EAP course at Naresuan University, Phitsanulok, Thailand, in the second semester of the academic year 2007. Throughout the learning and teaching processes, the students attended the in-class lectures and worked outside class on a self-selected project related to their field of study. The findings of the research showed an increase in both students’ reading proficiency, and knowledge of academic vocabulary. An analysis of the students’ report projects based on data collection techniques and sources of information revealed variability not only in their nature but also in their characteristics. It was also found that nearly all the students had positive attitudes and learning motivation towards the integration of project-based learning.


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