Promoting project-based learning in Chinese large EFL classes: Implementation, challenges and strategies

Project-based learning (PBL) has been believed beneficial for effective learning and students' holistic development, in that it requires learners to actively participate and take responsibility in the learning process. While interest and research in PBL is growing, few empirical studies have been found investigating the application of PBL in China, and fewer have explored large EFL classes in Chinese tertiary institutions. This article reports on a longitudinal study of project-based learning in the context of Chinese tertiary language education. It was conducted over an academic semester in a Chinese university with six large non-English major classes. Data for this study was collected through observations, reflective journals, semi-structured interviews, and a follow-up questionnaire. It is hoped that the project can have implications for classroom teachers utilising PBL in similar contexts and researchers continuing exploration in this area.