The use of project-based learning to enhance grade seven students English narrative writing skill : a case of Chinese students

Abstract

This study aimed to find the impact of Project-based Learning on students’ English narrative writing skill and the students’ satisfaction level of Grade 7 Chinese students in learning English narrative writing skill through the use of Project-based Learning. The study employed a mixed methods approach with 50 Chinese students seventh grade class, which was randomly selected from 22 classes. The instruments for data collection were pre-tests and post-tests and structured interviews & Semantic Differential Scale (SDS). The first finding indicated that the majority of the students enhanced their narrative writing skill in various aspects which assessed by a rubric with a higher mean score in the posttest (x̅=21.02) than in the pre-test (x̅=11.06), which showed a big difference. A comparison of the means of the pre-test and the post-test using “Pair Sample t-test” showed that the means were significantly different (P=0.005). Second, students’ answers from structured interviews revealed that they were satisfied with the course. Also, besides writing, they developed their abilities in other 21st century skills. Besides, the SDS showed that the majority of students agreed that the course was active, well-organized, interesting and easy. The results of the study could be guidelines for teachers of different subjects who wish to adopt Project-based Learning approach in their teaching