The effects of creative project-based instruction (CPBI) on learners' attitudes and English language skills in the field of English for specific purposes (ESP) for Japanese technical college students.

摘要

Japanese school education tends to employ rote learning (Grayson, 1983, 1984), although not effective in fostering creativity (Tinkham, 1989) demanded in the Japanese society (Okuda, 2002). A methodology focused on creative project-based instruction (CPBI), which I developed, was used in this study. It was designed for Japanese technical college students who were learning English for specific purposes (ESP). The study examined three main variables: overall English language proficiencies focused on ESP, the change in language learning strategies, and the change in attitudes toward learning among the students. Participants in the study (N = 206, ages 15 and 16) were divided into two groups: students receiving CPBI (treatment group) and students taking traditional ESP instruction in Japan (control group). Twenty class periods were provided for both teaching methods given by the same instructor for 3 months.;An ESP achievement test covering listening, reading, and writing sections was developed and administered before and after the intervention for measuring comprehensive language skills. One survey was used to explore the change of language learning strategies. Another two surveys were used to investigate student attitudes toward learning. Of the two surveys, one was administered before and after the study. The other was conducted after the study. In addition, interviews and focus groups were held after the intervention.;No significant differences in comprehensive language skills appeared between the two groups (t = -.92, p = 0.358). The same applied to the change of language learning strategies ( F = .15, p = 0.70) and the change of attitudes toward learning (t = -.92, p = 0.358) between the groups. Significant differences, however, were solely seen within the treatment group in the change of attitudes toward learning before and after the intervention (t = -2.12, p = 0.036). The results from interviews suggest that creative projects, such as developing original products related to their intended workplace after graduation, helped the students of the treatment group develop self-orientation and learning motivation in ESP classes.