Development of Directions for Learning and Teaching Japanese with Project-based Learning for Japanese Learners in Higher Education

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Kamolthip Phonlabutra


This research article presents directions for learning and teaching Japanese  employing project-based learning for Japanese  learners  in  higher education. The theoretical frameworks for this study include social constructivism, second language acquisition, and dual language instruction. The study is  a  documentary research, which collected data from various sources including academic and research articles, textbooks, websites, dissertations, and Japanese books. The data analysis was based on the frameworks. The findings suggest that directions for learning and teaching Japanese using project-based learning for Japanese learners in higher education consist of 1)  planning;  2)  learners’ skill preparation for investigation; data collecting, analysis, and language proficiency; 3) project presentation; and 4) evaluation.


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