Project-based learning (PBL) with computers has become a topic of interest, and there has been a call for research to determine whether they facilitate learning and motivate students. This case study examines how English as a second language (ESL) adult learnersu27 proficiency with prepositions was affected by project-based learning with enhanced input, explicit instruction, and production practice using the software program Hot Potatoes. The 14 participants were part of an intermediate ESL class offered by a Midwestern community college in the U.S. The students were divided into three different levels: low, intermediate, and high. The students then were divided into three main mixed-level groups, and each group was given a handout with a different set of grammatical rules. Each group was asked to create a 16-item multiple-choice quiz based on the rules in the handout. Following this, each group entered another groupu27s 16 multiple-choice quiz into the software program, Hot Potatoes. In the final stage, each group took a Hot Potatoes quiz made by another group whose work they had not yet been exposed to. In addition, the students studied a list of 16 prepositions outside of class; the list was not part of the project. The students took a pre-, post-, and delayed posttest and were interviewed about their opinions about the project and the list.The results of the one-way repeated measures analysis of variance (ANOVA) showed that there was a significant gain in pre-post test scores for the project. Although preferences and scores did not correlate, qualitative findings suggest that the intermediate and high-level students preferred the project, whereas the low-level students preferred the list. Ten students used strategies that were used during the project, such as forming rules for prepositions or finding example sentences on the Internet, to help them study the list. Thus, the qualitative data suggested that students transferred the strategies to a new context. Eleven students stated they would like to do a similar project in the future.
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机译:利用计算机进行基于项目的学习(PBL)已成为人们关注的话题,并且已经开始进行研究以确定它们是否有助于学习和激励学生。本案例研究考察了使用项目程序学习,使用增强的输入,明确的指导以及使用软件程序Hot Potatoes进行的生产实践,如何影响英语作为母语的第二语言(ESL)成年学习者的英语水平。这14名参与者是美国中西部社区大学开设的ESL中级班的一部分。学生被分为三个不同的级别:低,中和高。然后将学生分为三个主要的混合级别组,每个组都具有一组不同的语法规则的讲义。要求每个小组根据讲义中的规则创建一个16项的多项选择测验。此后,每个小组都将另一组16个多项选择测验输入到软件程序“ Hot Potatoes”中。在最后阶段,每个小组都要进行另一小组尚未完成的热土豆测验。此外,学生在课外学习了16个介词的清单。该列表不属于该项目。学生接受了预测试,后测试和延迟测试,并就他们对该项目和列表的看法进行了访谈。单向重复方差分析(ANOVA)的结果表明,预测试有显着提高-项目的测试分数。尽管偏好和分数没有相关性,但定性结果表明,中级和高级学生更喜欢该项目,而低级学生更喜欢该列表。十名学生使用了项目中使用的策略,例如形成介词规则或在Internet上查找例句,以帮助他们研究列表。因此,定性数据表明学生将策略转移到了新的环境中。 11名学生表示他们将来会做类似的项目。
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