Integrating Project-based Learning in Oral Presentation Assessments: Lessons Learnt and Way Forward

Abstract

Project-based learning (PBL) promotes student-centred learning and encourages students to learn by actively participating in authentic or meaningful projects. PBL is usually adopted in science or mathematical subjects, but limited research explores its use in an Academic English context. This paper aims to explore the use of PBL in supporting students’ development of contextualised oral presentations in an Academic English classroom. A qualitative study was conducted to gain insights into the impact of PBL on students’ learning and outcomes, and to explore challenges faced by students and areas for improvements. Data collection tools include student reflective journals, instructor’s observations, and semi-structured interviews. The findings indicate that the process that students have undergone through PBL resulted in a more authentic and meaningful presentation content (for most students). Students also reported being more aware of their audience when preparing for presentations and developing important soft skills like teamwork, problem-solving, critical thinking and leadership. Students, however, highlighted concerns with logistic issues, quality of teamwork, and inaccessibility to information which might have impacted their project outcome and their final oral presentations. Recommendations are provided for improved integration of PBL in oral presentation assessments and future research.