The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Examining the Role of Project-Based Learning (PBL) in Enhancing Student Engagement and Learning in an EMI Context
Abstract
This study investigated the impact of Project-Based Learning (PBL) on student engagement in an English as a Medium of Instruction (EMI) context at a transnational university in China. Using a mixed-methods design, pre- and post-surveys were conducted with 96 and 83 undergraduates, alongside a follow-up focus group. Quantitative results showed significant gains across five engagement dimensions—problem-solving, collaboration, self-directed learning, communication and language skills, and critical thinking—with the strongest improvements in problem-solving and collaboration. Qualitative findings revealed challenges, particularly in language, communication, and critical thinking. While offering valuable insights into PBL's role in EMI, the study is limited by reliance on self-reported data, a small qualitative sample, and the absence of a control group. Future research should adopt longitudinal designs, include objective engagement measures, and expand qualitative data collection to strengthen these findings.
Related Content
|
Shivnath Ghosh, Olivia Jana.
© 2026.
40 pages.
|
|
Mustafa Kayyali.
© 2026.
32 pages.
|
|
Sheeba Joseph, Tanuja Khan.
© 2026.
26 pages.
|
|
Gabriele Strohschen, Kenneth Elazier, Marquis B. Holley, Vincent Wiggins.
© 2026.
34 pages.
|
|
Lyndon Batiste, Ephranette Brown, Jessie Copeland, Kimberly A. Copenhaver, Margaret W. Ellingson, Kim Norman, Sofia Slutskaya.
© 2026.
36 pages.
|
|
Philip Christopher, Richard Nero, Lu Aye.
© 2026.
30 pages.
|
|
Mustafa Kayyali.
© 2026.
32 pages.
|
|
|