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題名 從話劇形式的專案導向活動中探討學習者自主: 一所國際學校之個案研究
Learner Agency in a Playlet Contest as Project-based Learning: A Case Study in an International School
作者 李敬亭
Lee, Chin-Ting
貢獻者 招靜琪
Chao, Chin-chi
李敬亭
Lee, Chin-Ting
關鍵詞 專案導向活動
學習者自主
話劇教育
國際學校
Project-based learning
Learner agency
International school
日期 2022
上傳時間 2-Dec-2022 15:24:50 (UTC+8)
摘要 專案導向活動在過去30年中，一向被認定能夠帶動學習者為中心的學習，並能激發學習者自主，但是至今少有研究注意老師跟學生如何合作一起完成專案。本文以質性個案研究方法，聚焦於一所國際學校，多年來固定舉行的話劇形式的專案導向活動。資料來源為2020-2021那一年的專案，包括活動編排、課程設計、老師的課程紀錄、老師及學生訪問等。經由學習者自主之理論框架與關鍵事件分析，探討這個專案導向活動中的學習者自主與師生合作。研究發現，此專案導向活動，因為歷時過久，讓老師和學生對於活動所需要的熱誠及態度產生落差，學生也多有抗拒。在這種情況下，一位同學默默地擔任學生及老師間的橋樑，讓專案導向活動得以順利完成。根據此個案，本研究建議學校，面對長期舉辦的專案導向活動，可能需要重新檢視活動原本的學習目的，讓師生都明白其用意，或考慮提出新活動，激發老師和學生的興趣與熱情。此外，一場話劇的完成，老師及學生之間的合作可啟發學習者自主。因話劇準備老師跟學生都需費上很多時間跟心力，教師們在挑選學生領導者之前，可多觀察學生之間的互動再來篩選。
Project-based learning (PBL) has been a popular and successful way to provide student-centered learning and create learner autonomy for over three decades. However, there is little emphasis and deep dive into the collaboration that occurs between the students and the teacher in PBL. This case study contextualized a project-based learning (PBL) experience of a teacher with her students in a playlet writing contest, held at an international school in northern Taiwan in the school year 2020 - 2021. Using a qualitative, case study approach, data was collected through teaching logs, teaching materials, and interviews with the students. Through the theoretical frameworks of learner agency and a critical events analysis, the results indicated that gaps in student and teacher understanding of PBL meant there were initial signs of resistance. Two themes that emerged from this study were: (1) how a long-standing PBL creates gaps in teacher and student perceptions of the end goal and overall activity, a student who takes initiative thus builds a bridge between the teachers and students for the project to be completed successfully, and (2) how student-teacher collaboration can foster learner agency and a community of practice.
參考文獻 Beckett, G.H. & Slater, T, (2005). The project framework: A tool for language, content, and skills
integration. ELT Journal, 59(2): 108-116.

Beckett, G.H. (2006). Project-based second and foreign language education: Theory, research and
practice. In G.H. Beckett & P.C. Miller (Eds.), Project based second and foreign language
education (pp. 3-16). Information Age Publishing.

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing
House, 83(2): 39-43.

Buck Institute of Education (n.d.). What is project-based learning (PBL)?. PBL Works.
https://www.pblworks.org/what-is-pbl

Chandler, P.D. (2014, September 30 - October 3). The impact of long-term ICT projects on student
attitudes and capabilities. [Paper presentation]. Proceedings of ACEC 2014: Australian
Computers in Education Conference: Now It’s Personal (pp. 87-97). Adelaide, Australia.

Charteris, J. (2014). Learner agency, dispositionality and the New Zealand curriculum key
competencies. New Zealand Journal of Teachers’ Work, 11(2): 175-186.

Chowdhury, R.K. (2015). Learning and teaching style assessments for improving project-based
learning of engineering students: A case of United Ara Emirates University. Australian
Journal of Engineering Education, 20(1): 81-94.

Cintang, N. Setyowati, D.L., Handayani, S.S.D. (2017). Perception of primary school teachers
towards implementation of project-based learning. Journal of Primary Education, 6(2):
81-93.

Dominican International School (n.d.). School profile. Dominican International School.
http://www.dishs.tp.edu.tw/aboutus/school-profile.html

Dooly, M. & Sadler, R. (2016). Becoming little scientists: Technologically enhanced project-based
learning, Language, Learning & Technology, 20(1): 54-78.

Doppelt, Y. (2003). Implementation and assessment of project-based learning in a flexible
environment. International Journal of Technology and Design Education, 13(3): 255-272.

Eyring, J.L. (1989). Teacher experience and student responses in ESL project work instruction: A
case study. Doctoral dissertation. University of California, Los Angeles.

Filippatou, D. & Kaldi, S. (2010). Effectiveness of project-based learning on pupils with learning
difficulties regarding academic performance, group work and motivation. International
Journal of Special Education, 25(1): 17-26.

Gillies, R.M. & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of
implementation. Teaching and Teacher Education, 26(4): 933-940.

Güven, Z.Z. (2020). Lifelong learning skills in higher education: A case study on the students’
views. Turquoise International Journal of Educational Research & Social Studies, 2(2):
20-30.

Habók, A. & Nagy, J. (2016). In-service teachers’ perceptions of project-based learning. Springer
Plus, 5: 83-96

Hedge, T. (1993). Key concepts in ELT. ELT Journal, 47(3): 275-277.

Helle, L., Tynjälä, P., Olkinuora, E. (2006). Project-based learning in post-secondary education -
Theory, practice and rubber sling shots. Higher Education, 51(2): 287-314.

Hood, M. (2009). Case study. In J. Heighham & R.A. Croker (Eds.), Qualitative Research in
Applied Linguistics: A Practical Introduction (pp. 66-90).

Hung, C-M., Hwang, G-J., Huang, I. (2012). A project-based digital storytelling approach for
improving students’ learning motivation, problem-solving competence and learning
achievement. Journal of Educational Technology and Society, 15(4): 368-379

LaPrad, J.G. & Hyde, A.M. (2017). IDEAS: A qualitative inquiry into project-based learning, The
Qualitative Report, 22(2): 479-498.

Lee, D. Huh, Y. & Reigeluth, C.M. (2015). Collaboration, intragroup conflict, and social skills in
project-based learning. Instructional Science, 43(5): 561-590.

Lin, Z. (2013). Capitalizing on learner agency and group work in learning writing in English as a
foreign language. TESOL Journal, 4(4): 633-654.

Liu, Q. & Chao, C. (2017). CALL from an ecological perspective: How a teacher perceives
affordance and fosters learner agency in a technology-mediated language classroom.
ReCALL, 30(1): 68-87.

Moulton, M.R. & Holmes, V.L. (2000). An ESL capstone course: Integrating research, tools,
techniques, and technology. TESOL Journal, 9(2), 23-29.

Murray, J. & Summerlee, A. (2007). The impact of problem-based learning in an interdisciplinary
first-year program on student learning behavior. The Canadian Journal of Higher
Education, 37(3): 87-107.

Schaddelee, M. & McConnell C. (2018). Analysing student perceptions to enhance engagement: An
interdisciplinary, project-based learning program”, Journal of International Education,
11(2): 161-177.

Schenker, T. (2020). Fostering foreign language skills through an extracurricular drama project,
Language Learning Journal, 48(6): 785-798.

Stoller, F. (2002). Project work: A means to promote language and content. In J. Richards & W.
Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp.
107-118). Cambridge University Press.

Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and
foreign language contexts. In G.H. Miller & P.C. Miller (Eds.), Project-based second and
foreign language education: Past, present, and future (pp. 19-40). Information Age
Publishing.

van Lier, L. (2008). Agency in the classroom. In Lantolf, J.P. and Poehner, M.E. (eds.),
Sociocultural theory and the teaching of second languages (pp. 163-186). Equinox.

Wang, N., Chen, J., Tai, M., Zhang, J. (2021). Blended learning for Chinese university EFL
learners: Learning environment and learner perceptions. Computer Assisted Language
Learning, 34(3): 297-323

Webster, L. & Mertova, P. (2007). A critical events approach to narrative. An introduction to using
critical event narrative analysis in research on learning and teaching (pp. 71-88).
Routledge.

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge
University Press,

Yamada, H. (2019). An implementation of project-based learning in an EFL context: Japanese
students’ and teachers’ perceptions regarding team learning, TESOL Journal, 12(1): 1-16.

Zhao, K., Du, X. & Tan, H. (2021). Student engagement for intercultural learning in multicultural
project groups via the use of English as a lingua franca. Language, Culture, and Curriculum,
DOI: 10.1080/07908318.2020.1858094
描述 碩士
國立政治大學
英語教學碩士在職專班
108951001
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108951001
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin-chien_US
dc.contributor.author (Authors) 李敬亭zh_TW
dc.contributor.author (Authors) Lee, Chin-Tingen_US
dc.creator (作者) 李敬亭zh_TW
dc.creator (作者) Lee, Chin-Tingen_US
dc.date (日期) 2022en_US
dc.date.accessioned 2-Dec-2022 15:24:50 (UTC+8)-
dc.date.available 2-Dec-2022 15:24:50 (UTC+8)-
dc.date.issued (上傳時間) 2-Dec-2022 15:24:50 (UTC+8)-
dc.identifier (Other Identifiers) G0108951001en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/142672-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 108951001zh_TW
dc.description.abstract (摘要) 專案導向活動在過去30年中，一向被認定能夠帶動學習者為中心的學習，並能激發學習者自主，但是至今少有研究注意老師跟學生如何合作一起完成專案。本文以質性個案研究方法，聚焦於一所國際學校，多年來固定舉行的話劇形式的專案導向活動。資料來源為2020-2021那一年的專案，包括活動編排、課程設計、老師的課程紀錄、老師及學生訪問等。經由學習者自主之理論框架與關鍵事件分析，探討這個專案導向活動中的學習者自主與師生合作。研究發現，此專案導向活動，因為歷時過久，讓老師和學生對於活動所需要的熱誠及態度產生落差，學生也多有抗拒。在這種情況下，一位同學默默地擔任學生及老師間的橋樑，讓專案導向活動得以順利完成。根據此個案，本研究建議學校，面對長期舉辦的專案導向活動，可能需要重新檢視活動原本的學習目的，讓師生都明白其用意，或考慮提出新活動，激發老師和學生的興趣與熱情。此外，一場話劇的完成，老師及學生之間的合作可啟發學習者自主。因話劇準備老師跟學生都需費上很多時間跟心力，教師們在挑選學生領導者之前，可多觀察學生之間的互動再來篩選。zh_TW
dc.description.abstract (摘要) Project-based learning (PBL) has been a popular and successful way to provide student-centered learning and create learner autonomy for over three decades. However, there is little emphasis and deep dive into the collaboration that occurs between the students and the teacher in PBL. This case study contextualized a project-based learning (PBL) experience of a teacher with her students in a playlet writing contest, held at an international school in northern Taiwan in the school year 2020 - 2021. Using a qualitative, case study approach, data was collected through teaching logs, teaching materials, and interviews with the students. Through the theoretical frameworks of learner agency and a critical events analysis, the results indicated that gaps in student and teacher understanding of PBL meant there were initial signs of resistance. Two themes that emerged from this study were: (1) how a long-standing PBL creates gaps in teacher and student perceptions of the end goal and overall activity, a student who takes initiative thus builds a bridge between the teachers and students for the project to be completed successfully, and (2) how student-teacher collaboration can foster learner agency and a community of practice.en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS ii
TABLE OF CONTENTS iii
國立政治大學英國語文學系英語教學碩士在職專班 v
碩士論文提要 v
ABSTRACT vi
CHAPTER 1 INTRODUCTION 1
Research Questions 2
CHAPTER 2 LITERATURE REVIEW 3
CHAPTER 3 METHODOLOGY 7
CHAPTER 4 FINDINGS 16
Episode 0: English Department Meeting, the beginning of the project (August, 2020) 16
Episode 1: Introducing YSP to the students and ideas for the class play (August-September, 2020) 18
Episode 1.5: The students’ playlet (September, 2020) 20
Episode 2: A playful class during practices and rehearsals (October - November, 2020) 21
Episode 3: Practices in class and rehearsals (October - November, 2020) 24
Episode 3.1: Recording the students’ practice (Practices and rehearsals) 24
Episode 3.2: Solving a problem together (Practices and rehearsals) 25
Episode 4: Making props after school (October - November, 2020) 26
Episode 5: Performance day and end of project (Late November, 2020) 29
Key Participants of the Project 30
Hannah: Memorizing the script and self-regulation 30
Connie and Anthony: The unassigned leader and peer dynamics 31
Nathan: Awareness of one’s own actions and self-regulation 34
CHAPTER 5 DISCUSSION 37
Theme 1: The fizzling of passion in a longstanding PBL and gaps in student and teacher perceptions 37
Theme 2: Agency in the classroom and teacher-student collaboration in PBL 39
Reflection 41
CHAPTER 6 CONCLUSION 43
Summary of the Study 43
Pedagogical Implications 43
Limitations and Suggestions for Future Studies 44
REFERENCES 45
APPENDICES 50
Appendix A: Email to student participants 50
Appendix B: Sample lesson plan 52
Appendix C: Teaching Log Example 53
Appendix D: Interview Questions for the Students 55
Appendix E: Informed Consent Form 57
Appendix F: YSP Brainstorming Sheet 61
Appendix G: YSP Rules and Guidelines 66		zh_TW
dc.format.extent 1232837 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108951001en_US
dc.subject (關鍵詞) 專案導向活動zh_TW
dc.subject (關鍵詞) 學習者自主zh_TW
dc.subject (關鍵詞) 話劇教育zh_TW
dc.subject (關鍵詞) 國際學校zh_TW
dc.subject (關鍵詞) Project-based learningen_US
dc.subject (關鍵詞) Learner agencyen_US
dc.subject (關鍵詞) International schoolen_US
dc.title (題名) 從話劇形式的專案導向活動中探討學習者自主: 一所國際學校之個案研究zh_TW
dc.title (題名) Learner Agency in a Playlet Contest as Project-based Learning: A Case Study in an International Schoolen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Beckett, G.H. & Slater, T, (2005). The project framework: A tool for language, content, and skills
integration. ELT Journal, 59(2): 108-116.

Beckett, G.H. (2006). Project-based second and foreign language education: Theory, research and
practice. In G.H. Beckett & P.C. Miller (Eds.), Project based second and foreign language
education (pp. 3-16). Information Age Publishing.

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing
House, 83(2): 39-43.

Buck Institute of Education (n.d.). What is project-based learning (PBL)?. PBL Works.
https://www.pblworks.org/what-is-pbl

Chandler, P.D. (2014, September 30 - October 3). The impact of long-term ICT projects on student
attitudes and capabilities. [Paper presentation]. Proceedings of ACEC 2014: Australian
Computers in Education Conference: Now It’s Personal (pp. 87-97). Adelaide, Australia.

Charteris, J. (2014). Learner agency, dispositionality and the New Zealand curriculum key
competencies. New Zealand Journal of Teachers’ Work, 11(2): 175-186.

Chowdhury, R.K. (2015). Learning and teaching style assessments for improving project-based
learning of engineering students: A case of United Ara Emirates University. Australian
Journal of Engineering Education, 20(1): 81-94.

Cintang, N. Setyowati, D.L., Handayani, S.S.D. (2017). Perception of primary school teachers
towards implementation of project-based learning. Journal of Primary Education, 6(2):
81-93.

Dominican International School (n.d.). School profile. Dominican International School.
http://www.dishs.tp.edu.tw/aboutus/school-profile.html

Dooly, M. & Sadler, R. (2016). Becoming little scientists: Technologically enhanced project-based
learning, Language, Learning & Technology, 20(1): 54-78.

Doppelt, Y. (2003). Implementation and assessment of project-based learning in a flexible
environment. International Journal of Technology and Design Education, 13(3): 255-272.

Eyring, J.L. (1989). Teacher experience and student responses in ESL project work instruction: A
case study. Doctoral dissertation. University of California, Los Angeles.

Filippatou, D. & Kaldi, S. (2010). Effectiveness of project-based learning on pupils with learning
difficulties regarding academic performance, group work and motivation. International
Journal of Special Education, 25(1): 17-26.

Gillies, R.M. & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of
implementation. Teaching and Teacher Education, 26(4): 933-940.

Güven, Z.Z. (2020). Lifelong learning skills in higher education: A case study on the students’
views. Turquoise International Journal of Educational Research & Social Studies, 2(2):
20-30.

Habók, A. & Nagy, J. (2016). In-service teachers’ perceptions of project-based learning. Springer
Plus, 5: 83-96

Hedge, T. (1993). Key concepts in ELT. ELT Journal, 47(3): 275-277.

Helle, L., Tynjälä, P., Olkinuora, E. (2006). Project-based learning in post-secondary education -
Theory, practice and rubber sling shots. Higher Education, 51(2): 287-314.

Hood, M. (2009). Case study. In J. Heighham & R.A. Croker (Eds.), Qualitative Research in
Applied Linguistics: A Practical Introduction (pp. 66-90).

Hung, C-M., Hwang, G-J., Huang, I. (2012). A project-based digital storytelling approach for
improving students’ learning motivation, problem-solving competence and learning
achievement. Journal of Educational Technology and Society, 15(4): 368-379

LaPrad, J.G. & Hyde, A.M. (2017). IDEAS: A qualitative inquiry into project-based learning, The
Qualitative Report, 22(2): 479-498.

Lee, D. Huh, Y. & Reigeluth, C.M. (2015). Collaboration, intragroup conflict, and social skills in
project-based learning. Instructional Science, 43(5): 561-590.

Lin, Z. (2013). Capitalizing on learner agency and group work in learning writing in English as a
foreign language. TESOL Journal, 4(4): 633-654.

Liu, Q. & Chao, C. (2017). CALL from an ecological perspective: How a teacher perceives
affordance and fosters learner agency in a technology-mediated language classroom.
ReCALL, 30(1): 68-87.

Moulton, M.R. & Holmes, V.L. (2000). An ESL capstone course: Integrating research, tools,
techniques, and technology. TESOL Journal, 9(2), 23-29.

Murray, J. & Summerlee, A. (2007). The impact of problem-based learning in an interdisciplinary
first-year program on student learning behavior. The Canadian Journal of Higher
Education, 37(3): 87-107.

Schaddelee, M. & McConnell C. (2018). Analysing student perceptions to enhance engagement: An
interdisciplinary, project-based learning program”, Journal of International Education,
11(2): 161-177.

Schenker, T. (2020). Fostering foreign language skills through an extracurricular drama project,
Language Learning Journal, 48(6): 785-798.

Stoller, F. (2002). Project work: A means to promote language and content. In J. Richards & W.
Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp.
107-118). Cambridge University Press.

Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and
foreign language contexts. In G.H. Miller & P.C. Miller (Eds.), Project-based second and
foreign language education: Past, present, and future (pp. 19-40). Information Age
Publishing.

van Lier, L. (2008). Agency in the classroom. In Lantolf, J.P. and Poehner, M.E. (eds.),
Sociocultural theory and the teaching of second languages (pp. 163-186). Equinox.

Wang, N., Chen, J., Tai, M., Zhang, J. (2021). Blended learning for Chinese university EFL
learners: Learning environment and learner perceptions. Computer Assisted Language
Learning, 34(3): 297-323

Webster, L. & Mertova, P. (2007). A critical events approach to narrative. An introduction to using
critical event narrative analysis in research on learning and teaching (pp. 71-88).
Routledge.

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge
University Press,

Yamada, H. (2019). An implementation of project-based learning in an EFL context: Japanese
students’ and teachers’ perceptions regarding team learning, TESOL Journal, 12(1): 1-16.

Zhao, K., Du, X. & Tan, H. (2021). Student engagement for intercultural learning in multicultural
project groups via the use of English as a lingua franca. Language, Culture, and Curriculum,
DOI: 10.1080/07908318.2020.1858094		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU202201694en_US