Asst. Prof. Phairin Rugsakorn, Ed.D. An Investigation of Change: Introducing Project-based Language Learning (PBLL) to an Independent Study Course

Context Theoretical framework of PBLL Research methodology Findings Changes occurred in three areas Factors Contributing to the Successful Change

Context: The Independent Study Course (ISC) as a course of English for International Communication (EIC) Program in the Faculty of Lib. Arts. in a regional university in southern Thailand The requirement of the ISC = carrying out research on the English language study

Change in the EIC syllabus structure Students’ inexperience in carrying out research The issue of teaching the Independent Study Course (ISC) Teachers’ inexperience in teaching students’ research

Definition A project-based language learning (PBLL) approach is an innovative, instructional approach that has a project as its centrality (Thomas 2000; Beckett 2006; Stoller 2006).

The conceptual framework of PBLL PBLL Ideology Learner-centredness Degrees of structure Unstructured Semi-structured Structured Methodology Research-based teaching Language learning Learner autonomy Collaborative learning

My belief: PBLL approach is an alternative to effective teaching the student research in this EFL context Teachers need to have an understanding of the PBLL before adopting and adapting the approach The adoption of PBLL as a change Change may occur when introducing new approaches to teaching new courses (Fullan 2001)

A qualitative teacher research (e.g., Freeman 1998 & Loughran 2007) An Investigation of Change: Introducing Project-based Language Learning (PBLL) to an Independent Study Course

Purposes: To address the issue of teaching students’ research on language research in the ISC To investigate changes in stakeholder roles, beliefs and practices during the introduction of PBLL to the design and implementation of the ISC To explore factors affecting the changes

Research Questions: 1. In what ways do stakeholder change their roles, beliefs and practices when a project-based language learning approach is introduced to the teaching of the Independent Study Course for the English undergraduates in a Thai University? 2. What factors affect the stakeholder changes in roles, beliefs and practices?

Data generation: Period: 5 months (Oct 2, 2008 – March 3, 2009) Research site: The English for International Communication (EIC) Program, the Faculty of Liberal Arts, at a regional university situated in southern Thailand Research participants: 35 (12 English teachers & 23 EIC students enrolled in the ISC

The Input package: 1.1 Teacher’s guide 1.2

Change theory in education The change Change or innovation Process of change Phases Initiation Implementation Continuation Approach to change Strategies for effective change Models of change Change stakeholders Change in beliefs & practice

Findings: At the initiation phase: Through self-study, the teachers developed understanding of the PBLL approach. Teacher understanding was influenced by - previous teaching experiences - educational background - personal research experience.

The PBLL methodology presented in the input package was useful as a reference, but did not necessarily represent their own teaching contexts. The teachers chose to design their own research- teaching course, based on a PBLL approach and taking account of local factors. The course developers adopted a semi-structured PBLL teaching method.

In the implementation phase: The students did not have much understanding of the approach. Most students were highly motivated to complete the course. The advisers acknowledged the progress and achievement of the students.

The adoption of PBLL as a change Changes occurred in three areas: 1) Change in roles of stakeholders 2) Change in students: the development of learner growth 3) Change in administrators and teachers: participants’ beliefs and practices

1) Change in roles of stakeholders Students Administrators Teachers Teacher-led learners - Research-doers Administrative staff -Adopters -Collaborative innovation managers -Instructors -Knowledge feeders - Change agent  Course developers & managers  Research advisers & assessors  Knowledge builders

2) Change in Students: The Development of Learner Growth The progress and achievement of the students at a satisfactory level The student development of language skills, and research & problem-solving skills The growth of student learning autonomy and effective learning outcomes

3) Change in Administrators and Teachers: Participants’ Beliefs and Practices Development of a deeper understanding of and positive attitudes towards the adopted PBLL approach The change in teachers’ beliefs in PBLL positive outcomes An increase of administrators’ awareness of teacher and student needs Close relationships & collaborative working culture

Factors Contributing to the Successful Change Teacher learning and conceptualization of the PBLL framework Teacher and administrator involvement and collaboration The formation of supportive and shared leadership between administrators and teachers & growth in teacher leadership