Teaching English Language

Teaching English Language

دیدگاه مربیان و دانشجویان در مورد اجرای تکنیک یادگیری پروژه محور در آموزش و یادگیری زبان انگلیسی حقوقی در مؤسسات آموزش عالی ویتنام

نوع مقاله : مقاله پژوهشی

چکیده
انگلیسی حقوقی یک شاخه تخصصی از زبان انگلیسی برای اهداف خاص است که بر زبان مورد استفاده در زمینه های حقوقی تمرکز دارد. این شامل درک و استفاده از اصطلاحات حقوقی، تهیه پیش نویس اسناد حقوقی، تفسیر متون قانونی، و درگیر شدن در استدلال حقوقی و وکالت است. بنابراین، آموزش و یادگیری زبان انگلیسی حقوقی چالش های منحصر به فردی را ایجاد می کند، زیرا به مهارت زبانی و درک مفاهیم و شیوه های حقوقی نیاز دارد. این مطالعه تکنیک یادگیری مبتنی بر پروژه (PBL) را مورد بررسی قرار داد که به ویژه در زبان انگلیسی حقوقی مفید بود زیرا چارچوبی عملی برای استفاده از مهارت‌های زبانی در وظایف قانونی معتبر ارائه می‌دهد. این مطالعه از رویکرد ترکیبی با پرسشنامه نظرسنجی محقق ساخته برای 385 مربی و مصاحبه نیمه ساختاریافته با 86 دانشجوی دانشگاه به زبان انگلیسی به عنوان یک کشور خارجی استفاده کرد. شرکت کنندگان نظرات خود را در مورد اجرای فعالیت های PBL برای آموزش و یادگیری حقوقی زبان انگلیسی بیان کردند. در مجموع، مربیان و دانشجویان با حمایت از اجرای عملی فعالیت‌های PBL در آموزش و یادگیری زبان انگلیسی قانونی برای مدرن‌سازی و همسویی با استانداردهای جهانی، دیدگاه‌های مشابهی داشتند. تحلیل تطبیقی ​​دیدگاه‌های مربیان و دانش‌آموزان نشان می‌دهد که فعالیت‌های یادگیری مبتنی بر پروژه به زبان‌آموزان کمک می‌کند تا از زبان انگلیسی قانونی به روش‌های معنادار استفاده کنند و شکاف بین دانش نظری و کاربرد عملی را پر کند. بنابراین، موسسات باید در توسعه حرفه ای معلمان، ارائه آموزش در زمینه طراحی، ارزیابی و تسهیل PBL سرمایه گذاری کنند. علاوه بر این، اجرای فعالیت های PBL، مربیان را تشویق می کند تا شیوه های آموزشی خود را اصلاح کنند. در سوت، دانش آموزان باید به راهنمایی و پشتیبانی مجهز شوند تا به آنها کمک کند مهارت های مورد نیاز برای مشارکت موفق PBL را توسعه دهند.
کلیدواژه‌ها

Ajideh, P., Zohrabi, M. & Khojand, B. (2024). Exploring the effectiveness of pre- and post-reading activities on the development of reading motivation and self-regulation as essentials for reading comprehension. Journal of Modern Research in English Language Studies, 11(3), 25-49. https://doi.org/10.30479/jmrels.2024.19503.2277
Albar, S. B., & Southcott, J. E. (2021). Problem and project-based learning through an investigation lesson: Significant gains in creative thinking behaviour within the Australian foundation (preparatory) classroom. Thinking Skills and Creativity, 41(May), 1-19. https://doi.org/10.1016/j.tsc.2021.100853
Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. Sage Open, 10(3), 1-15. https://doi.org/10.1177/2158244020938702
Anazifa, R. D., & Djukri, D. (2017). Project-Based Learning and Problem-Based Learning: Are They Effective to Improve Student’s Thinking Skills? Indonesian Journal of Science Education, 6(2), 346-355. https://doi.org/10.15294/jpii.v6i2.11100
Bagchi, M. (2021). A Large Scale, Knowledge Intensive Domain Development Methodology. KO Knowledge Organization, 48(1), 8-23. https://doi.org/10.5771/0943-7444-2021-1-8
Chi, D. N. (2023). Benefits of Implementing Project-Based Learning in An English for Business Course. Journal of Ethnic and Cultural Studies, 10(3), 55-71. https://doi.org/10.29333/ejecs/1549
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334. https://doi.org/10.1007/BF02310555
Ergül, R. N., & Kargın, E. K. (2016). The Effect of Project based Learning on Students’ Science Success. Procedia - Social and Behavioral Sciences, 136, 537-541. https://doi.org/10.1016/j.sbspro.2014.05.371
Fini, E. H., Awadallah, F., Parast, M. M., & Abu-Lebdeh, T. (2018). The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses. European Journal of Engineering Education, 43(3), 473-488. https://doi.org/10.1080/03043797.2017.1393045
Gómez-Pablos, V. B., Pozo, D. M. M., & Muñoz-Repiso, A. G. V. (2017). Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving instructors. Computers in Human Behavior, 68, 501-512. https://doi.org/10.1016/j.chb.2016.11.056
Green, S. L. & Plessis, E. C. (2023). Project-based Learning to Promote Learner Autonomy in Training Hospitality Education at a Technical and Vocational Education and Training College. International Journal of Learning, Teaching and Educational Research, 22(7), 136-155. https://doi.org/10.26803/ijlter.22.7.8
Grossman, P., Dean, C. G. P., Kavanagh, S. S., & Herrmann, Z. (2019). Preparing instructors for project-based teaching. Phi Delta Kappan, 100(7), 43-48. https://doi.org/10.1177/0031721719841338
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102(2020), 1-13. https://doi.org/10.1016/j.ijer.2020.101586
Guo, S., & Yang, Y. (2012). Project-Based Learning: an Effective Approach to Link Teacher Professional Development and Students Learning. Journal of Educational Technology Development and Exchange (JETDE), 5(2), 41-56. https://doi.org/10.18785/jetde.0502.04
Handrianto, C., & Rahman, M. A. (2019). Project based learning: a review of literature on its outcomes and implementation issues. LET: Linguistics, Literature and English Teaching Journal, 8(2), 110-129. https://doi.org/10.18592/let.v8i2.2394
Hugerat, M. (2016). How teaching science using project-based learning strategies affects the classroom learning environment. Learning Environments Research, 19, 383-395. https://doi.org/10.1007/s10984-016-9212-y
 
 
Imafuku, R., Kataoka, R., Mayahara, M., & Suzuki, H. (2014). Students’ experiences in interdisciplinary problem-based learning: A discourse analysis of group interaction. Interdisciplinary Journal of Problem-Based Learning, 8(2), 1-19. https://doi.org/10.7771/1541-5015.1388
Johnson, S. C., & Delawsky, S. (2013). Project-based learning and student engagement. Academic Research International, 4(4), 560-570. http://www.savap.org.pk/journals/ARInt./Vol.4(4)/2013(4.4-59).pdf
Jumaat, N. F., Tasir, Z., Halim, N. D. A., & Ashari, Z. M. (2017). Project-Based Learning from Constructivism Point of View. Advanced Science Letters, 23(8), 7904-7906. https://doi.org/10.1166/asl.2017.9605
Kavlu, A. (2022). Does PBL-project-based learning expert visit facilitate the PBL implementation process in undergraduate EFL classes? International Journal of Social Sciences and Educational Studies, 9(2), 141-153. https://www.doi.org/10.23918/ijsses.v9i2p141
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733
Lamri, C. (2019). E-Learn Platform to Teach Legal English for Law Professionals. Arab World English Journal, May 2019 Chlef University International Conference Proceedings, 97-108. https://dx.doi.org/10.24093/awej/Chief1.9
Lasauskiene, J., & Rauduvaite, A. (2015). Project-Based Learning at University: Teaching Experiences of Lecturers. Procedia - Social and Behavioral Sciences, 197, 788-792. https://doi.org/10.1016/j.sbspro.2015.07.182.
Liu, H. H., Wang, Q., Su, Y. S., & Zhou, L. (2019). Effects of Project-Based Learning on Instructors’ Information Teaching Sustainability and Ability. Sustainability, 11, 1-16, 5795. https://doi.org/10.3390/su11205795
Loyens, S. M., Jones, S. H., Mikkers, J., & Gog, V. T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction, 38, 34-42. https://doi.org/10.1016/j.learninstruc.2015.03.002
Mahasneh, A. M., & Alwan, A. F. (2018). The Effect of Project-Based Learning on Student Teacher Self-efficacy and Achievement. International Journal of Instruction, 11(3), 511-524. https://doi.org/10.12973/iji.2018.11335a
Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1), 1-16, 2024936. https://doi.org/10.1080/2331186X.2021.2024936
Mustapha, R., Sadrina, Nashir, I. M., Azman, M. N. A., & Hasnan, K. A. (2020). Assessing the implementation of the Project-based Learning (PBL) in the department of mechanical engineering at a Malaysian polytechnic. Journal of Technical Education and Training, 12(1 Special Issue), 100-118. https://doi.org/10.30880/jtet.2020.12.01.011
Myeong-Hee, S. (2018). Effects of Project-based Learning on Students’ Motivation and Self-efficacy. English Teaching, 73(1), 95-114. https://doi.org/10.15858/engtea.73.1.201803.95
Nguyen, T. T. H., & Pham, T. T. M. (2016). Difficulties in teaching English for Specific purposes: Empirical studies at Vietnamese universities. Higher Education Studies, 6(2), 154–161. https://doi.org/10.5539/hes.v6n2p154
Pham, T. N. (2023). Teaching Legal English for Law Students and Law Practitioners in Vietnam. Journal of Legal Studies & Research, 9(1), 42-50. https://jlsr.thelawbrigade.com/article/teaching-legal-english-for-law-students-and-law-practitioners-in-vietnam/
Petersen, C., & Nassaji, H. (2016). Project-based learning through the eyes of instructors and students in adult EFL classrooms. Canadian Modern Language Review, 72(1), 13-39. https://doi.org/10.3138/cmlr.2096
Riswandi, D. (2018). The Implementation of Project-Based Learning to Improve Students’ Speaking Skill. International Journal of Language Teaching and Education, 2(1), 32-40. https://doi.org/10.22437/ijolte.v2i1.4609
Rogers, M. A. P., Cross, D. I., Gresalfi, M. S., Trauth-Nare, A. E., & Buck, G. A. (2011). First year implementation of a project-based learning approach: The need for addressing instructors’ orientations in the era of reform. International Journal of Science and Mathematics Education, 9(4), 893-917. https://doi.org/10.1007/s10763-010-9248-x
Stehling, C., & Munzert, U. (2018). Project-Based Learning. In J. Drummer, G. Hakimov, M. Joldoshov, T. Köhler & S. Udartseva, (Eds.), Vocational Teacher Education in Central Asia. Technical and Vocational Education and Training: Issues, Concerns and Prospects (vol. 28, pp. 17-25). Springer, Cham. https://doi.org/10.1007/978-3-319-73093-6_2
Sumarni, W. (2015). The Strengths and Weaknesses of the Implementation of Project Based Learning: A Review. International Journal of Science and Research (IJSR), 4(3), 478-484. https://www.ijsr.net/getabstract.php?paperid=SUB152023
Tsybulsky, D., & Muchnik-Rozanov, Y. (2019). The development of student-instructors’ professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis. Teaching and Teacher Education, 79, 48-59. https://doi.org/10.1016/j.tate.2018.12.006
Vasiliene-Vasiliauskiene, V., Vasiliauskas, A. V., Meidute-Kavaliauskiene, I., & Sabaityte, J. (2020). Peculiarities of educational challenges implementing project-based learning. World Journal on Educational Technology: Current Issues, 12(2), 136-149. https://doi.org/10.18844/wjet.v12i2.4816
Vu, V. T., Nhạc, T. H., La, B. M. N., & Nguyen, T. H. L. (2022). Differences between Novice and Experienced Instructors in Classroom Management Style at a Higher Education Institution. Academia, 22, 61-82. https://doi.org/10.26220/aca.3950
Warde, F. W. (1960). John Dewey’s Theories of Education. International Socialist Review, 21(1). https://www.marxists.org/archive/novack/works/1960/x03.htm
Yuliani, Y., & Lengkanawati, N. S. (2017). Project-based Learning in promoting learner autonomy in an EFL classroom. Indonesian Journal of Applied Linguistics, 7(2), 285-293. https://doi.org/10.17509/ijal.v7i2.8131
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: a meta-analysis study. Frontiers in Psychology, 14, 1-14, 1202728. https://doi.org/10.3389/fpsyg.2023.1202728
Zohrabi, M. (2013). Mixed method research: Instruments, validity, reliability and reporting findings. Theory and Practice in Language Studies, 3(2), 254-262. http://dx.doi.org/10.4304/tpls.3.2.254-262
دوره 18، شماره 2
خرداد 1403
صفحه 285-320

  • تاریخ دریافت 14 تیر 1403
  • تاریخ پذیرش 26 شهریور 1403