Implementing Project-Based Learning in Business Translation Course: An Exploration of Outcomes and Learners’ Perceptions
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Abstract
This article aimed to (1) examine the outcomes of implementing project-based learning (PjBL) in the Business Translation course and (2) analyse the students' perceptions regarding such implementation. A purposeful sampling method was employed, involving the participants of 80 fourth-year English majors from the Faculty of Humanities and Social Sciences at Thaksin University, Songkhla. The research utilised three data collection tools: observations, reflective writing, and semi-structured interviews. The observations were conducted to collect data on the outcomes of PjBL, and the reflective writing and the interviews were used to gather insights into the students' perceptions of this pedagogical approach. The collected data were analysed by using a thematic analysis. The research results were as follows: 1. The results concerning the outcomes of the PjBL implementation were organised into four main topics: seating arrangements, interactions between teachers and students, group collaboration, and student motivation to participate in learning activities. 2. For the students' perceptions regarding the implementation of PjBL, they identified both benefits and challenges. Regarding the benefits, the students reported that PjBL developed them in the following areas: critical thinking skills, motivation for learning, translation knowledge and strategies, and collaborative skills. It also helped them recognise their peers’ strengths, increase interactions with their teachers, and be exposed to new digital technologies. The challenges highlighted by the students included avoiding asking questions due to fear of losing face and showing respect for the teacher, shyness in voicing their ideas during group discussions, a tendency to rely on traditional teacher-centred methods, perceptions of certain PjBL tasks as irrelevant to the translation course, difficulties with time management, conflicts within groups, and an expectation for more guidance and information from the teacher.
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