A substantial number of studies have already considered cooperative or project-based English learning, which are often cited as forms of active learning (AL). In order to further improve AL courses, it is now necessary to set up language learning environments conducive to AL. The aim of this study is to find a way to fully utilize an AL classroom for English language teaching in higher education. To this end, we conducted a questionnaire survey for students in project-based English classes both in a regular classroom and in an AL classroom, and compared the issues found in each case. The total of 81 students participated in the survey. The results indicated no systematic difference between the normal classrooms and the AL classrooms in terms of students' perceived in-class behavior such as student-student interaction (normal classrooms, 2.92; AL classrooms, 3.05), student-teacher formal interaction (normal classrooms, 2.74; AL classrooms, 2.82), student-teacher formal interaction (normal classrooms, 2.66; AL classrooms, 2.65), and student as teachers (normal classrooms, 2.69; AL classrooms, 2.66) on a four-point scale. We assume that this result may be due to differences other than AL elements, such as class size, the size of the classroom, the number of seats, and classroom capacity. We therefore argue that classroom characteristics, other than AL elements, should also be adequately described in AL classroom research.
Shuichi Amano, Shizuoka University, Japan
Yoshihiko Yamamoto, Shizuoka University, Japan
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Added on Wednesday, October 11th, 2017
This paper is part of the ACE2017 Conference Proceedings (View)
View / Download the full paper in a new tab/window