Students’ Perspectives towards Project-based Learning through Work-Integrated Learning Model in English for Tourism Course: A Case Study of Four English Major Students
Article Sidebar
Main Article Content
Abstract
This qualitative research aims to examine the undergraduate students’ perspectives towards Project-based Learning through the work-Integrated Learning Model (PBL through WIL Model) by investigating a case study of the third-year students from English for Business Communication Program who enrolled in English for Tourism course in Semester 1, Academic year 2021. Four English major students chose PBL through WIL as their group project. A focus group interview was employed to collect the data at the end of the semester when the volunteer students had gained experience through the following learning model. The findings demonstrated positive perspectives among the student participants for they agreed upon three main benefits from studying with PBL through WIL Model: career benefits, academic benefits, and personal benefits. Consequently, this study supports and recommends applying this model into English for Specific Purposes courses at a higher education level to prepare undergraduates for their future careers.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
คณะกรรมการยุทธศาสตร์ชาติ. (2561). ยุทธศาสตร์ชาติ พ.ศ. 2561-2580 (ฉบับประกาศราชกิจจา
นุเบกษา). (1). สำนักงานคณะกรรมการพัฒนาการเศรษฐกิจและสังคมแห่งชาติ (สศช): กรุงเทพมหานคร.
วิจิตร ศรีสอ้าน, สุเมธ แย้มนุ่น และอลงกต ยะไวทย์. (2552). การอุดมศึกษากับสหกิจศึกษา:
ประมวลสาระชุดฝึกอบรมสหกิจศึกษา. กรุงเทพฯ: พริกหวานกราฟฟิค.
สุเมธ แย้มนุ่น. (2547). สหกิจศึกษา: รูปแบบการจัดการศึกษาเพื่อความมั่นคงทางเศรษฐกิจ.
กรุงเทพฯ: วิทยาลัยป้องกันราชอาณาจักร.
สำนักงานเลขาธิการสภาการศึกษา. (2560). แผนการศึกษาแห่งชาติ พ.ศ.2560-2579. กรุงเทพฯ:
พริกหวานกราฟฟิค.
อลงกต ยะไวทย์. (2550). การพัฒนารูปแบบการจัดการสหกิจศึกษาของมหาวิทยาลัยเทคโนโลยีสุรนารี
โดยการเปรียบเทียบสมรรถนะกับสถาบันอุดมศึกษาต่างประเทศ. กรุงเทพฯ: พริกหวานกราฟฟิค.
Alase, A. (2017). The interpretive phenomenological analysis (IPA): A guide to a good
qualitative research approach. International journal of education and literacy
studies, 5(2), 9-19.
Aldabbus, S. (2018). Project-based learning: Implementation & challenges. International
journal of education, learning and development, 6(3), 71-79.
Björck, V., & Willermark, S. (2024). Where is the ‘WIL’ in Work-integrated Learning
Research? Studies in Continuing Education, 1–15. https://doi.org/10.1080/0158037X.2024.2378718
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods
Approaches (4th ed.). Thousand Oaks, CA: Sage.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing
among five approaches. Sage publications.
Dilshad, R.M. & Latif, M.I. (2013). Focus group interview as a tool for qualitative research:
An analysis. Pakistan Journal of Social Sciences (PJSS), 33(1), 191-198.
Ferns, S., Campbell, M., & Zegwaard, K. E. (2014). Work-integrated learning. In S. Ferns
(Ed.), Work-integrated learning in the curriculum (pp. 1-6). Milperra, New South Wales, Australia: Higher Education Research
and Development Society of Australasia Inc.
Ferns, S. J., et al. (2024). Defining and designing work-integrated learning curriculum.
Higher Education Research & Development, 1–15.
https://doi.org/10.1080/07294360.2024.2399072.
Fink, L. D. (2003). Creating Significant Learning Experiences: An Integrated Approach to
Designing College Courses San Francisco: Jossey-Bass.
Karim, A., Campbell, M., & Hasan, M. (2020). A new method of integrating project-based
and work-integrated learning in postgraduate engineering study. The curriculum
journal, 31(1), 157-173.
Mameli, C., Grazia, V., & Molinari, L. (2023). Student agency: Theoretical elaborations and
implications for research and practice. International Journal of Educational
Research, 122, 102258.
Poonpon, K. (2011). Enhancing English skills through project-based learning.
The English Teacher, 40(1). 35-40.
Reyes, A. M. (2024). Effectiveness of Project-based learning model with English language in
higher education: A practical case in the Degree of Tourism. Language Value,
(1), 1-26.
Simpson, J. (2011). Integrating project-based learning in an English language tourism
classroom in a Thai university institution. Doctoral Thesis, Australian Catholic University.
Srikrai, P. (2008). Project-based learning in an EFL classroom. Journal of Humanities and
Social Sciences, Khon Kaen University, 25, 85-111.
Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. The SAGE
handbook of qualitative research in psychology, 2(17-37), 25.
Xu, J. B., Tavitiyaman, P., Zhang, X., & Zhu, M. (2022). A study of work-integrated learning
experienceof hospitality and tourism management students in Guangdong under
the COVID-19 pandemic. Public Administration and Policy, 25(3), 221-234.
