1

****

*

**

(1)

(2)(3)
(4)

1
100 10 28 2011
215
 41

2000

1997

Hsiao, 1997

teacher-centered

student-

centeredGibbs, 1981

2000

19991998

2001

2004

project- based learning

EFL
Long & Crookes,
ESL
1992


task

(project)

Chaudron et al.,

2005; Hiromori, 2003

216


2009



2010

Brown, 1995



20032010
2009 2010 2004

20072000 0% 40%()

1 2004~2010

2004 17 (100%) 0 (0%) 17
2005 12 (80%) 3 (20%) 15
2006 11 (69%) 5 (31%) 16
2007 13 (76%) 4 (24%) 17
2008 13 (81%) 3 (19%) 16
2009 12 (75%) 4 (25%) 16
2010 9 (60%) 6 (40%) 15
87(78%) 14(22%) 112
(http://afld.kuas.edu.tw/per/student_paper.php?class=1)

2001 9 2010
12

6~8

2


2




217
 41

Project-based learning

DeweyDewey,
2010
1974 Kilpatrick

Kilpatrick, 1918

Hotchkiss, 1924; McMurray, 1920

Barron et al., 1998

Jones,
Rasmussen, & Moffitt, 1997; Thomas,
Mergendoller, & Michaelson, 1999



Blumenfeld et al.,
1991


Moursund, 1999

Diehl, Grobe, Lopez,
() & Cabral, 1999


()
1998
2001

218


content driven

target languageAllen,
Tyack & Cuban, 1995
2004



Barron et.al., 1998




Skehan, 1998

Fried-Booth,
end-product
Cognition and Technology Group at 2002
Vanderbilt, 1994, 1997; Hmelo, 1994;
Schauble, Glaser, Duschl, Schulze, & John, (1)
1995; Williams, 1992
(2)
(3)
Fried-Booth, 1982, 1986, 2002; (4)
Stoller, 1997, 2006
(5)content knowledge(6)
(7)
Allen, 2004; Carter & Thomas, (8)
1986; Coleman, 1992; Ferragatti & Carminati, Stoller, 2006
1984; Gardner, 1995; Gu, 2002, 2004; Drnyei,
Hilton-Jones, 1988; I. Lee, 2002; Leguke, 1984, 2001a, 2001b; Benson, 2000; Alan & Stoller,
1985; Levine, 2004; Moulton & Holmes, 2000; 2005; Knutson, 2003
Wicks, 2000 Bereiter & Scardamalia, 1993; Ericsson,
2002/input/output
Swain, 1985 learner
cooperative learning centerednessNunan, 1995
task-based learning



219


95

(1)

[1] 1995

(2)
[2] 1998

4357~59

[3] 2001

6333~36
(3)
[4] 1995

(4)
139-147

[5] 1998

1169-181

[6] 2007

14101-136

[7] 2009

28(2) 115

-134

235
 41

[8] 2001
1437-44 8(4)395-410
[9] 1997 [20] 1999

[10] 2007
211-23
20(2) [21] 2009
157-186
[11] 2000 5(2)113 -130



1065-86 [1] Alan, B., & Stoller, F. L. (2005).
[12] 2003 Maximizing the benefits of project work
in foreign language classrooms. English
7149-152 Teaching Forum, 43(4), 10-21.
[13] 2004 [2] Allen, L. Q. (2004). Implementing a
culture portfolio project within a constructivist
51(4)58-65 paradigm. Foreign Language Annals, 37,
[14] 2003 232-239.
[3] Barron, B. J. S., Schwartz, D. L., Vye, N.
J., Moore, A., Petrosino, A., Zech, L.,
9(1)63-96 Bransford, J., The Cognition and Technology
[15] 2005 Group at Vanderbilt. (1998) Doing with
understanding: Lessons from research on
[16] problem- and project-based learning. The
2010 Journal of the Learning Sciences, 7(3/4),
Learning through problem solving, 271-
311.
3113 -121 [4] Benson, P. (2000). Teaching and researching
[17] 2002
autonomy in language learning. New
York: Longman.
[18] 2010 [5] Bereiter, C., & Scardamalia, M. (1993).
Surpassing ourselves: An inquiry into the
1175-40 nature and implications of expertise. Chicago:
[19] 2000 Open Court Press.
236

[6] Blumenfeld, P. C., Soloway, E., Marx, R.
W., Krajcik, J. S., Guzdial, M., &
Palincsar, A. (1991). Motivating project-
based learning: sustaining the doing,
supporting the learning. Educational
Psychologist, 26, 369-398.
[7] Brown, J. D. (1995). The elements of
language curriculum: A systematic approach
to program development. Boston, MA:
Heinle & Heinle.
[8] Carter, G., & Thomas, H. (1986). Dear
Brown Eyes: Experiential learning in a
project-oriented approach. English Language
Teaching Journal, 40, 196-204.
[9] Chaudron, C., Doughty, C. J., Kim, Y.,
Kong, D., Lee, J., Lee, Y., Long, M. H.,
Rivers, R., & Urano, K. (2005). A
task-based needs analysis of a tertiary
Korean as a foreign language program. In
M. Long (Ed.), Second Language Needs
Analysis (pp. 225-261). Cambridge:
Cambridge University Press.
[10] Cognition and Technology Group at
Vanderbilt. (1994). From visual word
problems to learning communicates: Changing
conceptions of cognitive research. In K.
McGilly (Ed.), Classroom lessons: Integrating
cognitive theory and classroom practice
(pp. 157-200). Cambridge, MA: MIT
Press.
[11] Cognition and Technology Group at
Vanderbilt. (1997). The Jasper Project:
Lessons in curriculum, instruction, assessment,
and professional development. Mahwah,
MJ: Lawrence Erlbaum Associates, Inc.
237
[12] Coleman, J. A. (1992). Project-based
learning, transferable skills, information
technology and video. Language Learning
Journal, 5, 35-37.
[13] Dewey, J. (1974). My pedagogical creed.
In R. D. Archambault (Ed.), John Dewey
on education: Selected writings (pp.
427-439). Chicago: University of Chicago
Press. (Original work published in 1897).
[14] Diehl, W., Grobe, T., Lopez, H., & Cabral,
C. (1999). Project-based learning: A
strategy for teaching and learning. Boston,
MA: Center for Youth Development and
Education, Corporation for Business,
Work, and Learning.
[15] Drnyei, A. (2001a). Motivational strategies
in the language classroom. Cambridge,
UK: Cambridge University Press.
[16] Drnyei, A. (2001b). Teaching and researching
motivation. New York: Longman.
[17] Ericsson, K. A. (2002). Attaining excellence
through deliberate practice: Insights from
the study of expert performance. In M.
Ferrari (Ed.), The pursuit of excellence
through education (pp. 21-55). Mahwah,
M.J.: Erlbaum.
[18] Ferragatti, M. L., & Carminati, E. (1984).
Airport: An Italian version. Modern
English Teacher, 2(4), 15-17.
[19] Fried-Booth, D. L. (1982). Project work
with advanced classes. English Languae
Teaching Journal, 36, 98-103.
[20] Fried-Booth, D. L. (1986). Project work.
Oxford: Oxford University Press.
[21] Fried-Booth, D. L. (2002). Project work
 41
(2nd ed.) New York: Oxford University
Press.
[22] Gardner, D. (1995). Student-produced
video documentary provides a real reason
for using the target language. Language
Learning Journal, 12, 54-56.
[23] Gibbs, G. (1981). Teaching students to
learn: A student-centered approach. Stratford:
Open University.
[24] Gu, P. (2002). Effects of project-based
CALL on Chinese EFL learners. Asian
Journal of English Language Teaching,
12, 195-210.
[25] Gu, P. (2004). Tech view: Leaving the
bathtub to make waves. Essential Teacher,
1(4), 32-35.
[26] Hilton-Jones, U. (1988). Project-based
learning for foreign students in an
English-speaking environment. (ERIC
Document Reproduction Service No. ED
301 054)
[27] Hiromori, T. (2003). What enhances
language learners' motivation? High school
English learners' motivation from the
perspective of self-determination theory.
JALT Journal, 25 (2), 173-186.
[28] Hmelo, C. E. (1994). Development of
independent learning and thinking: A
study of medical problem solving and
problem-based learning. Unpublished doctoral
dissertation, Vanderbilt University, Nashville,
TN.
[29] Ho, R. (2003). Project approach: Teaching
(2nd ed.). (ERIC Document Reproduction
Service No. ED 478 224)
238
[30] Hotchkiss, E. A. (1924). The project
method in classroom work. Boston: Ginn.
[31] Jones, B. F., Rasmussen, C. M., & Moffitt,
M. C. (1997). Real-life problem solving: A
collaborative approach to interdisciplinary
learning. Washington, DC: American
Psychological Association.
[32] Kilpatrick, W. H. (1918). The project
method. Teachers College Record, 19,
319-335.
[33] Knutson, S. (2003). Experiential learning
in second-language classrooms. TESL
Canada Journal, 20(2), 52-64.
[34] Lamon, M., Secules, T. J., Petrosino, T.,
Hackett, R., Bransford, J. D., & Goldman,
S. R. (1996). Schools for thought:
Overview of the international project and
lessons learned from one of the sites. In L.
Schauble & R. Glaser (Eds.), Innovations
in learning: New environments for education
(pp. 243-288). Mahwah, NJ: Lawrence
Erlbaum Associates, Inc.
[35] Lee, I. (2002). Project work made easy in
the English classroom. Canadian Modern
Language Review, 59, 282-290.
[36] Levine, G. S. (2004). Global simulation:
A student-centered, task-based format for
intermediate foreign language courses.
Foreign Language Annals, 37, 26-36.
[37] McMurry, C. A. (1920). Teaching by
projects: A basis for purposeful study.
New York: Macmillan.
[38] Moulton, M. R., & Holmes, V. L. (2000).
An ESL capstone course: Integrating
research tools, techniques, and technology.

TESOL Journal, 9(2), 23-29.
[39] Moursund, D. (1999). Project-based
learning using information technology.
Eugene, OR: International Society for
Technology in Education.
[40] Nunan, D. (1995). Closing the gap between
learning and instruction. TESOL Quarterly,
29, 133-158.
[41] Schauble, L., Glaser, R., Duschl, R. A.,
Schulze, S., & John, J. (1995). Students
understandings of the objectives and
procedures of experimentation in the
science classroom. The Journal of the
Learning Sciences, 4, 131-166.
[42] Skehan, P. (1998). A cognitive approach
to language learning. Oxford: Oxford
University Press.
[43] Stoller, F. L. (1997). Project work: A
means to promote language and content.
English Teaching Forum, 35(4), Retrieved
July 01, 2011 from http://exchanges.state.
gov/englishteaching/forum/archives/1997/
docs/97-35-4-b.pdf
[44] Stoller, F. L. (2006). Establish
theoretical foundation for project-based
learning in second and foreign language
contexts. In G. H. Beckett & P. C. Miller
(Eds.), Project-based second and foreign
language education: Past, present, and
future (pp. 19-40). Greenwich, CT:
Information Age.
[45] Thomas, J. W., Mergendoller, J. R., &
Michaelson, A. (1999). Project-based
learning: A handbook for middle and high
school teachers. Novato, CA: The Buck
Institute for Education.
[46] Tyack, D., & Cuban, L. (1995). Tinkering
toward Utopia: A century of public school
reform. Cambridge, MA: Harvard University
Press.
[47] Wicks, M. (2000). Imaginative projects: A
resource book of project work for young
students. Cambridge, UK: Cambridge
University Press.
[48] Williams, S. M. (1992). Putting case-
based instruction into context: Examples
from legal and medical education. The
Journal of the Learning Sciences, 2,
a 367-427.
239
 41

M SD

I. 3.86 .84

1. 3.68 .98

2. 3.99 .94

3. 4.13 .79

4. 3.64 1.14

II. 3.84 .64

5. 4.01 .72

6. 3.94 .69

7. 3.86 .84

8. 3.99 .80

9. 3.61 .88

10. 3.61 .90

III. 3.89 .63

11. 4.11 .81

12. 3.42 .83

13. 3.44 .92

14. 4.06 .87

15. 4.08 .85

16. 4.15 .88

17. 3.99 .90

IV. 3.62 .66

18. 3.46 .85

19. 3.94 .73

20. 3.54 .90

21. 3.65 .89

22. 3.49 .92

240


M SD

V. 3.09 .83

23. 3.08 1.10

24. / 3.19 .91

25. 2.93 .91

26. 3.08 1.02

27. 3.14 .89

VI. 3.98 .76

28. 4.06 .87

29. 4.17 .82

30. 4.06 .84

31. 3.89 .90

32. 3.79 1.05

33. 3.88 .94

34. 4.02 .96

241
 41

Vocational College Students Perception of a Project-based

Course: A Case Study of National Kaohsiung University of
Applied Sciences

Lan-Hsin Chang*, Yu-Jun Wang**, Shi-Jen Huang*

*Associate Professor, Department of Applied Foreign Languages,

National Kaohsiung University of Applied Sciences
**Assistant Professor, Department of Applied Foreign Languages,
National Kaohsiung University of Applied Sciences

Abstract

Project-based courses distinguish the curriculum design in vocational colleges from that in
regular colleges. However, studies on the effect of project-based courses, in particular in language
majors, are scarce. This study investigates Taiwanese EFL vocational college English majors
perception of a project-based course. A questionnaire was designed in a 1-5 Likert scale to examine
senior students perception of a project-based course they just took. Seventy-two students from the
Department of Applied Foreign Languages at National Kaohsiung University of Applied Sciences
participated in the study. The results showed: (a) the satisfactory degree of enquired factors ranked
as instructor > problem-solving and cooperative ability > presentation practice > academic
expertise > the 3-year curriculum > effect on career preparation; (b) significantly different
evaluation was found between two presentation classes; (c) practice-oriented projects led students
to have more satisfactory evaluation toward the course; (d) English proficiency affected students
satisfaction toward the course. Pedagogical implication was suggested in the paper.

Keywords: vocational college, project-based course, perception

242