ABSTRACT

As a branch of inquiry-based learning, project-based learning (PBL) based on the theory of constructivism has been widely employed in the western countries while, in China, there are few researches on PBL and its effectiveness in English teaching. The present study, by making a comparative experiment and conducting a questionnaire survey and interviews, explores whether PBL can improve students’ critical thinking and finds out students’ attitude towards PBL. The results show that PBL is an effective way to improve students’ critical thinking in English teaching and almost all the students in the Experimental Class applaud PBL. And it is hoped that a further improved system of PBL can be developed in the English teaching. 

Key words: project-based learning; English teaching; critical thinking

CONTENTS

ACKNOWLEDGEMENTS

ABSTRACT

摘要

Chapter One INTRODUCTION-1

Chapter Two LITERATURE REVIEW-3

Chapter Three RESEARCH DESIGN-5

3.1 Research Questions-5

3.2 Participants-5

3.3 Procedures of Project-based Learning in Teaching Advanced English-6

3.4 Instruments-9

Chapter Four RESULTS AND DISCUSSION-12

4.1 The Students’ Ability to Think Critically-12

4.2 The Students’ Attitudes towards Project-based Learning-15

Chapter Five CONCLUSION-18

REFERENCES-19