The Effect Of Project-Based Learning (PBL) On Iranian EFL Learners' Vocabulary Recall And Retention

This study explored the effectiveness of the Project-based Learning (PBL) method on vocabulary learning and acquisition of Iranian elementary EFL learners. PBL is an instructional method which involves students learning and facilitating their own projects. Working in collaboration with others, en...

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Main Author:	Darastani, Azadeh Shafaei
Format:	Thesis
Language:	English
Published:	2012
Subjects:	P101-410 Language Linguistic theory Comparative grammar
Online Access:	http://eprints.usm.my/45649/1/Azadeh%20Shafaei_HJ.pdf
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id	my-usm-ep.45649
record_format	uketd_dc
spelling	my-usm-ep.456492019-10-15T02:45:23Z The Effect Of Project-Based Learning (PBL) On Iranian EFL Learners' Vocabulary Recall And Retention 2012 Darastani, Azadeh Shafaei P101-410 Language. Linguistic theory. Comparative grammar This study explored the effectiveness of the Project-based Learning (PBL) method on vocabulary learning and acquisition of Iranian elementary EFL learners. PBL is an instructional method which involves students learning and facilitating their own projects. Working in collaboration with others, engaging in self-directed learning, applying new knowledge to solve problems, and reflecting on what has been learned are the main features of this method. PBL also incorporates real-life challenges where the focus is on authentic problems or questions and where solutions have the potential to be implemented. The study measured the effectiveness of PBL on EFL learners’ vocabulary recall and retention based on an experimental methodology. For this purpose, a pretest-treatment-posttest approach was employed on two groups of subjects, control and experimental. The former was taught new vocabulary items using the conventional teaching method while the experimental group was taught using PBL. To measure the effectiveness of PBL against the conventional method of learning vocabulary, post-tests and delayed post-tests were administered to both groups. The statistical analysis of the test scores shows that the experimental group scored better for recall and retention of new vocabulary. A survey on the students’ perceptions of PBL supports the findings on the significance of PBL. The survey reveals that students were satisfied with the new method of teaching and enjoyed the teamwork and their engagement with their classmates. The current research findings support the claim that learning and acquiring vocabulary knowledge should be done in context, through collaboration with other learners, and project work. 2012 Thesis http://eprints.usm.my/45649/ http://eprints.usm.my/45649/1/Azadeh%20Shafaei_HJ.pdf application/pdf en public masters Universiti Sains Malaysia Pusat Pengajian Ilmu Kemanusiaan
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	P101-410 Language Linguistic theory Comparative grammar
spellingShingle	P101-410 Language Linguistic theory Comparative grammar Darastani, Azadeh Shafaei The Effect Of Project-Based Learning (PBL) On Iranian EFL Learners' Vocabulary Recall And Retention
description	This study explored the effectiveness of the Project-based Learning (PBL) method on vocabulary learning and acquisition of Iranian elementary EFL learners. PBL is an instructional method which involves students learning and facilitating their own projects. Working in collaboration with others, engaging in self-directed learning, applying new knowledge to solve problems, and reflecting on what has been learned are the main features of this method. PBL also incorporates real-life challenges where the focus is on authentic problems or questions and where solutions have the potential to be implemented. The study measured the effectiveness of PBL on EFL learners’ vocabulary recall and retention based on an experimental methodology. For this purpose, a pretest-treatment-posttest approach was employed on two groups of subjects, control and experimental. The former was taught new vocabulary items using the conventional teaching method while the experimental group was taught using PBL. To measure the effectiveness of PBL against the conventional method of learning vocabulary, post-tests and delayed post-tests were administered to both groups. The statistical analysis of the test scores shows that the experimental group scored better for recall and retention of new vocabulary. A survey on the students’ perceptions of PBL supports the findings on the significance of PBL. The survey reveals that students were satisfied with the new method of teaching and enjoyed the teamwork and their engagement with their classmates. The current research findings support the claim that learning and acquiring vocabulary knowledge should be done in context, through collaboration with other learners, and project work.
format	Thesis
qualification_level	Master's degree
author	Darastani, Azadeh Shafaei
author_facet	Darastani, Azadeh Shafaei
author_sort	Darastani, Azadeh Shafaei
title	The Effect Of Project-Based Learning (PBL) On Iranian EFL Learners' Vocabulary Recall And Retention
title_short	The Effect Of Project-Based Learning (PBL) On Iranian EFL Learners' Vocabulary Recall And Retention
title_full	The Effect Of Project-Based Learning (PBL) On Iranian EFL Learners' Vocabulary Recall And Retention
title_fullStr	The Effect Of Project-Based Learning (PBL) On Iranian EFL Learners' Vocabulary Recall And Retention
title_full_unstemmed	The Effect Of Project-Based Learning (PBL) On Iranian EFL Learners' Vocabulary Recall And Retention
title_sort	effect of project-based learning (pbl) on iranian efl learners' vocabulary recall and retention
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Pengajian Ilmu Kemanusiaan
publishDate	2012
url	http://eprints.usm.my/45649/1/Azadeh%20Shafaei_HJ.pdf
_version_	1747821539934339072

The Effect Of Project-Based Learning (PBL) On Iranian EFL Learners' Vocabulary Recall And Retention

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