IMPROVING WOULD-BE ENGLISH LANGUAGE TEACHERS’ KNOWLEDGE OF PROJECT-BASED LEARNING THROUGH READING CLASSES

Abstract

This article reports the results of a study aiming to equip English majors - English language teachers-to-be with knowledge of project-based learning. A learningby-doing approach was adopted, in which students cultivated their knowledge by doing the project themselves in reading courses. A survey questionnaire was administered at the beginning of the course to investigate students’ current knowledge of project-based learning. Another survey and interviews were conducted at the end of the course to find out whether the intervention could improve students’ knowledge of project-based learning and their attitude to it. The obtained results revealed that the intervention did help English majors have a deeper understanding of project-based learning and they had
positive reaction to it.