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Article published In:
Pedagogical Linguistics
Vol. 5:2 (2024) ► pp.189–214

Project-based learning in an Eigogaku course

Bridging the gap between (English) linguistics and language pedagogy

ORCID logo | Miyazaki Municipal University
This exploratory study examines the role of project-based learning (PBL) in an Eigogaku (English linguistics) course for preservice English teachers studying at an English medium college in Japan. Three projects were designed to connect the course modules on phonetics/phonology, morphology, and syntax with language teaching applications. At the start and conclusion of the course, students completed a survey that included an open-ended question about the role of linguistics in language teaching and 29 Likert-scale response items targeting their understanding of linguistic concepts, pedagogical applications of linguistics, their beliefs and values about language teaching and learning, and learner autonomy. Responses to the open-ended question showed an increase in explanations of how linguistics can inform pedagogical practices and increase teacher agency. Responses to the Likert-scale items indicated greater understanding of linguistic concepts, pedagogical practices, and learner autonomy, but minimal change regarding beliefs about language learning and teaching. Implications for these findings and recommendations for future research on linguistics education for language teachers are discussed.
Keywords: project-based learning (PBL), teaching linguistics, language teacher training, Eigogaku
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Linguistics in language teaching
    • 2.2English language teaching curriculum in Japan
    • 2.3Project-based learning
  • 3.Method
    • 3.1Participants
    • 3.2Course description
    • 3.3Description of projects
      • 3.3.1Project 1: Designing pronunciation materials
      • 3.3.2Project 2: Making a morphology supported reader
      • 3.3.3Project 3: Corpus analysis of English teaching materials
      • 3.3.4In class mini projects
  • 4.Procedure and analysis
  • 5.Results
    • 5.1Responses to open-ended question
      • 5.1.1Participant level analysis
    • 5.2Self-assessment ratings
      • 5.2.1Linguistic content knowledge
      • 5.2.2Self-assessment of pedagogical applications of linguistic knowledge
      • 5.2.3Language beliefs and learner autonomy
  • 6.Discussion
    • 6.1Limitations and future research
  • 7.Conclusion
  • Acknowledgements
  • Notes
  • References
Published online: 12 September 2023
DOI logo
https://doi.org/10.1075/pl.23005.ric
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