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L2 Students' Identity Through Project-Based Language Learning: An Inclusive Perspective
Abstract
This chapter presents a mixed-methods study exploring L2 students' identity development through project-based language learning (PBLL) using the inclusive perspective. The study recruited a cohort of 91 students from a high school in Vietnam. Two research instruments (questionnaire and interview) were employed for data collection. The findings revealed L2 students' identities were reflected via their language proficiency, learner autonomy and language practice. Specifically, PBLL could enhance L2 students' speaking abilities, self-regulation, time management, decision-making, collaboration, presentation confidence, and overall communicative skills. This chapter highlights PBLL's pivotal role in shaping students' identities within the inclusive language education.
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