Development of Directions for Learning and Teaching Japanese with Project-based Learning for Japanese Learners in Higher Education
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Abstract
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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ข้อความและข้อคิดเห็นต่างๆ ในบทความเป็นของผู้เขียนบทความนั้นๆ ไม่ใช่ความเห็นของกองบรรณาธิการหรือของวารสาร jsn Journal
References
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