Integrating Project-Based Learning in English for Ecotourism and Hospitality: A Descriptive Analysis of Student Outcomes
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Abstract
In recent years, one of the key focuses on English language education includes students’ psychological and emotional well-being. There are undoubtedly discrepancies between learning outcomes and students’ mental well-being. Project-based learning has demonstrated positive results in enhancing learners’ capacities and guiding them toward their best potential while paying attention to psychological and emotional well-being.
This longitudinal study investigates the effectiveness of the implementation of Project-based Learning (PBL) in English for Specific Purposes (ESP) course in (1) enhancing English knowledge and skills and (2) managing stress-coping strategies among students in Ecotourism and Hospitality Management class in Xavier Learning Community, Chiang Rai, Thailand. To obtain a salient understanding, the researchers collected the data through a class observation using students’ portfolios and questionnaire items. After 16-weeks of project-based learning implementation, the data were gathered and were analyzed using a descriptive statistical method.
The results revealed that the students 1) showed significant improvement in their learning achievements after completing several course-related projects, and 2) employed three main stress-coping strategies during the study, while two strategies were used less frequently. Based on these findings, the researchers suggest that the application of project-based learning in ESP courses not only enhances students’ knowledge and skills but also contributes positively to their mental well-being. The study concludes with implications and suggestions for future research on PBL and ESP.
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