Impact of project-based learning on critical thinking skills and reading comprehension ability of Chinese college EFL learners

Inadequacy in critical thinking has been a long-standing issue among Chinese college English as a Foreign Language (EFL) learners, who also frequently struggle with reading comprehension difficulties. This study investigated the impact of project-based learning (PBL) on enhancing critical thinking skills (CTS), including analyzing skill (AS) and evaluating skill (ES), and reading comprehension ability (RCA) among these learners. Utilizing an explanatory sequential mixed- methods research design, the study comprised a quasiexperiment and a qualitative case study. For the eight-week quasi-experiment, a nonequivalent (Pretest and Posttest) Comparison-Group Design was adopted, involving two intact classes (n = 69) purposively selected from a Chinese university. One class was assigned as the experimental group (n = 34), receiving PBL instruction, while the other served as the comparison group (n = 35), following the traditional Presentation-Practice-Production (PPP) method. In the subsequent six-week qualitative phase, three students were purposively sampled from the experimental group based on their performance in CTS and RCA tests and willingness to provide insights through interviews, reflective journals, and classroom observations. Quantitative results revealed that the experimental group showed significantly improvements than the comparison group in CTS (F (1, 67) = 5.757, p = .019, η² = .079), AS (F (1, 67) = 6.612, p = .012, η² = .090), and RCA (F (1, 67) = 18.883, p < .001, η² = .220). While ES showed a marginal effect (F (1, 67) = 3.966, p = .050), a significant within-group effect was observed. The qualitative findings highlighted how PBL facilitated these improvements. CTS were enhanced through project design, development, and presentation. AS was developed through teacher-led preparation of conceptual understanding, scaffolding during project stages, and active application of analytical skills in project design, development, and presentation. ES was enhanced through creating and applying evaluation criteria, integrating evaluation into material collection, and peer evaluation during project development and presentations. RCA was improved via increased learner motivation for reading, explicit instruction during project initiation, and reading activities embedded in material collection, project development, and project evaluation. This study concluded that PBL significantly enhanced CTS and RCA among Chinese college EFL learners by fostering active engagement, teacher scaffolding, and authentic application of critical thinking and reading skills throughout project activities. The findings contribute empirical evidence supporting PBL’s effectiveness and illuminate the mechanisms through which PBL improves these essential skills, offering practical and theoretical implications for EFL teaching and curriculum design.

Text FPP 2024 44 Declaration form.pdf Restricted to Repository staff only Download (912kB) Text FPP 2024 44 fulltext.pdf Restricted to Repository staff only Download (3MB) Text 125494 fulltext.pdf Download (1MB) Official URL or Download Paper: https://ethesis.upm.edu.my/id/eprint/18894

Actions (login required)

View Item