Experiences of Chinese Teachers Teaching English at High Schools in Their Project-based Learning Practice: A Grounded Theory Approach
Abstract
Background and Aim: Traditional teacher-centered methods in Chinese education limit student engagement, prompting a shift toward student-centered approaches like project-based learning (PBL); this study explores high school English teachers’ perceptions, challenges, and benefits of PBL implementation.
Materials and Methods: Semi-structured interviews with 12 English teachers in Nanning were analyzed using grounded theory coding (open, axial, selective) to identify themes on PBL experiences.
Results: Teachers acknowledged PBL’s effectiveness in enhancing language skills and critical thinking but faced challenges like time management, assessment complexity, and resistance from traditional educational norms.
Conclusion: While PBL offers significant pedagogical benefits, successful implementation in China requires institutional support, teacher training, and cultural adaptation to overcome systemic and attitudinal barriers.
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