Pixel International Conferences

Project-based learning (PBL) is recognised as an effective teaching method that not only enhances linguistic knowledge but also fosters the development of essential soft skills (Ghosheh Wahbeh, 2021). However, there remains a need for further research into how learners perceive projects as a form of assessment, and how teaching activities informed by PBL impact student engagement and well-being. This paper presents the "I am an author" project, which was integrated into an advanced university Italian L2 subject to redefine the assessment of writing skills while also fostering community engagement. In the project, students delve into writing genres that appeal to young readers and craft an illustrated story in Italian, which can serve as a literacy resource for the local Italian-Australian community. The project draws on principles of PBL, insights from the Deep Approach to World Languages Education (Tochon, 2014), as well as research on well-being in L2 learning (Oxford, 2016). To assess its effectiveness, we report selected findings from two mixed-method studies conducted to gauge students' perceptions of the project as an assessment method, its impact on the development of linguistic and non-linguistic skills, and its influence on their engagement and well-being. The data, which were collected via questionnaires and semi-structured interviews, show that students particularly appreciated its novelty as an assessment task, and the opportunity to tap into their creativity to create a finished work that was personally relevant and socially meaningful, with these perceptions contributing to their commitment to the task and their overall well-being. The results also confirm the effectiveness of PBL in fostering skill development and highlight important aspects to consider for future implementations of the project.

References:

[1] Ghosheh Wahbeh, D.; Najjar, E.A.; Sartawi, A.F.; Abuzant, M.; Daher, W. (2021). The role of project-based language learning in developing students’ life skills. Sustainability, 13(12), 6518.

[2] Tochon, F. V. (2014). Help Them Learn a Language deeply: François Victor Tochon’s Deep Approach to World Languages and Cultures. Deep University Press.

[3] Oxford, R. L. (2016). Toward a psychology of well-being for language learners: The “EMPATHICS” vision. In P. MacIntyre, T. Gregersen, & S. Mercer (eds.), Positive Psychology in Second Language Acquisition (pp. 10– 87). Multilingual Matters.