Dong Thap University TESOL postgraduate students’ assessment of using the project-based method in blended learning

Tóm tắt

This study examines the use of the project-based (PB) method in blended learning (BL) or the PBBL model assessed by postgraduate students in a TESOL (Teaching English to Speakers of Other Languages) course at Dong Thap University. The PBBL model combines face-to-face instruction with digital tools and aims to promote student-centered learning, autonomy, collaboration, and the practical application of knowledge. Utilizing a mixed-methods approach, the present study involved 47 TESOL postgraduate students, with eight of them participating in in-depth interviews to gather qualitative data. The quantitative data collected from surveys revealed that these postgraduate students experienced significant improvements in learning activities and soft skills (collaboration, flexibility in problem-solving, and task management). Additionally, they reported increased learner autonomy and motivation, driven by the interactive and flexible nature of the PBBL model. Qualitative findings further corroborated these results, highlighting the development of soft skills and career orientations. Despite these positive outcomes, challenges such as group collaboration, coursework overload, technical issues, and insufficient institutional support were identified. The study concludes with recommendations for enhancing the effectiveness of this approach, including sustained institutional support, comprehensive teacher training, and digital facility investment. Additionally, pointers for future research on the concerned topic are outlined.