Global Perspectives on Project-Based Language Learning, Teaching, and Assessment Key Approaches, Technology Tools, and Frameworks

284 Index ecological psychology 50 – 51
Comenius, Jan 3, 70 English as a Foreign Language (EFL),
Common Core State Standards
elementary 10, 25 – 28, 32
(CCSS) 205 – 206, 212, 214 – 215, English as a Foreign Language (EFL),
215
communication 114 – 115, 126 – 127, general 7 – 8, 11, 14, 225; and
231 – 233, 270 – 272 technology-enriched PBLL 154,
conceptual foundations 32 – 35 160; and translanguaging 49 – 50,
creating 57 – 59, 64 52 – 54, 65
critical thinking 6 – 8, 199 – 200, English as a Foreign Language
225 – 228, 231 – 233, 238 – 239, (EFL), secondary 10, 27 – 29,
264 – 265 32, 277 – 280; action research
cross-culturalism 121 – 122, 146 – 149, on PBLL in 268 – 272, 270 – 271;
160 – 161; and PBLL as an practical problems in 263 – 264;
instructional bridge 151 – 154; and and project-based language
PBLL for more advanced language learning 264 – 266; and reflections
levels 156 – 158; and PBLL as a tool on action research 272 – 277, 276;
for cultural instruction 154 – 156; a technology-supported project-
research method for study based pedagogical framework for
relating to 149 – 151; and tensions 266 – 268, 267
and negotiations around PBLL English as a Foreign Language (EFL),
158 – 160 tertiary 10, 25 – 27, 29 – 32
cultural instruction 154 – 156, 160 English as a Second Language (ESL),
curriculum development 205, elementary 10, 25 – 29, 32, 190
211 – 213 English as a Second Language
(ESL), general 8, 16, 49 – 50,
data collection 54, 111 – 112, 105, 207, 280; and assessing
233 – 236, 252 technology-infused PBLL 225,
232, 237; and the Knowledge
demographic information 150 Framework 192 – 193, 196 – 197;
description 191, 194 – 196, 210 – 211, and technology-enriched PBLL
154, 160
210 – 211, 214 – 215, 215; language English as a Second Language (ESL),
features of 217, 218 – 219; in a secondary 7, 10, 26 – 29, 32, 265,
secondary EFL setting in China 279
273 – 275 English as a Second Language (ESL),
Dewey, John 6, 18, 70, 128, 167, 185; tertiary 10, 25 – 27, 29 – 32
see also Deweyan philosophy English language arts (ELA) 215
Deweyan philosophy 3 – 4, 7 English Language Development (ELD)
digital resources 12, 15, 167, Standards 207
182 – 183; and constructing our evaluation 13 – 15, 105 – 106,
PBLL environment 175 – 182; and 178 – 180, 191, 197 – 198; in
the Framework for Learning with a secondary EFL setting in
Digital Resources 169 – 175; and China 265 – 269, 271 – 272; and
motivation for the Framework for technology-infused PBLL 227 – 228,
Learning with Digital Resources 233 – 240; and TEFF PBLL
168 – 169 210 – 211, 211
digital storytelling 9, 225; see also exit program activities 194 – 199
Pepita and the Bully FaceTime 11, 110
Dimitrov, Kristina 11 fashion show project 267, 271 – 274,
disciplinary knowledge/skills 226, 271
229, 231 feedback 33 – 34, 36 – 38, 74 – 81
Dooly, Melinda 123, 126 – 129, 226
Dressler, Anja 11, 15
Dressler, Roswita 11, 15

fictional narrative 210, 210 – 211, 215, Index  285
217, 218 – 219; see also Pepita and also technology-enhanced form-
the Bully function project-based language
learning
first language acquisition 4, 109 – 110, game-based learning (GBL) 11, 85,
112, 116, 121 – 122; see also first 88 – 89, 95, 98 – 100
language acquisition project (FLAP) games: technology-based 87 – 88; see
also game-based learning (GBL);
first language acquisition project video games
(FLAP) 108 – 109, 121 – 122; data Gao, Mengchan 159
collection and analysis regarding Gee, James 87, 100
111 – 112; and procedures 110 – 111; Geluso, Joe 11, 15
and self- and peer assessments genre pedagogy 13, 204 – 205;
117 – 121, 118, 120; and student a digital storytelling project
perceptions 112 – 117, 113, 115, 118 example 213 – 217; and integrating
standards, technology, language,
form 7 – 8, 10 – 17, 99, 131 – 132, and content 205 – 211; and tech-
140, 195 – 197; and bilingual enhanced form-function PBLL
teachers’ unit design 246 – 247; curriculum 211 – 213, 217 – 220
focusing on form with TEPBLL Gleason, Jesse 193, 210
135 – 139; future research and group competence 227 – 228,
teaching related to 36 – 39; and 231 – 233, 236 – 238
key benefits and challenges of group meetings 234 – 236
technology-infused project-based Hirch, Roz, R. 10, 13, 16
learning 27 – 32; methodologies independent inquiry 37
used in empirical research related instruction, didactic 37, 265
to 35 – 36; methodology for study integrated content 69 – 70, 81 – 82; and
related to 25 – 26; and researching project-based learning 70 – 74; and
project-based learning 23 – 25; in senior projects in language 75 – 81
a secondary EFL setting in China Intensive English Program (IEP)
264 – 265, 279 – 280; theories and 186 – 189, 193 – 199
conceptual foundations guiding Jang, Hari 10
existing research related to 32 – 35; Knowledge Framework (KF) 13, 107,
see also technology-enhanced form- 185 – 186, 189 – 193, 191, 199 – 200;
function project-based language and assessing technology-infused
learning PBLL 233; and a digital storytelling
project example 213 – 217; and IEP’s
Framework for Learning with Digital exit program activities 194 – 199;
Resources 12, 167, 169 – 174, and integrating standards,
170, 182 – 183; and constructing technology, language, and content
a PBLL environment 175 – 182; 205 – 211; and language learning
motivation for 168 – 169; putting 186 – 189; and a TEFF PBLL
the framework into action 175 204 – 205, 211 – 213, 211, 217 – 220
knowledge structures 190 – 194,
function 10 – 13, 15 – 17, 172 – 174, 191, 196 – 200; and TEFF PBLL
195 – 196; future research and 210 – 211, 211, 213 – 214, 215, 218
teaching related to 36 – 39; and Krause, Garrett 11
key benefits and challenges of Kuo, Annie Camey 200
technology-infused project-based
learning 27 – 32; methodologies
used in empirical research
related to 35 – 36; methodology
for study related to 25 – 26; and
researching project-based learning
23 – 25; theories and conceptual
foundations guiding existing
research related to 32 – 35; see

286 Index secondary EFL setting in China
language knowledge/skills 225 – 226, 265; and technology-enriched PBLL
146 – 148, 151 – 152, 157 – 158,
229 – 231, 239 160 – 161; translanguaging as
learner development 229 – 230, 230, 52 – 53; see also genre pedagogy;
pedagogical framework
263 – 265, 267 – 268, 273, 279 peer assessment 106 – 107, 111 – 112,
learning, active 88, 276 – 277 117 – 120, 120, 234 – 237
learning assessment 225 – 227, 237 Pepita and the Bully 213 – 219,
learning goals 232 – 233, 266 218 – 219
learning objectives 174 – 177, Pestalozzi, Johann 3, 70
Piaget, Jean 4, 70
194 – 195; and assessing technology- Plague Inc. 11, 88 – 93, 91 – 92, 95 – 99
infused PBLL 229 – 233, 236 – 240; PLATE framework 14, 247 – 250, 247,
in TEFF PBLL 212 – 214, 216 – 217, 252 – 254, 255, 258 – 259
216, 219 – 220, 219 project-based language learning
learning process 104 – 105, 228 – 230, (PBLL) 3, 14 – 16, 18, 23 – 25,
233 – 240, 239 34 – 38; and action research
Liang, John 159 268 – 273; and assessment 239;
linguistics 6 – 7, 106 – 107, 117, 121 and authentic language use 51 – 52;
Link, Stephanie 210 and authentic video games 88 – 89;
Martin, Barnabas, J 11, 15 and bilingual teachers’ unit design
Masats, Dolors 126, 135 244 – 253, 258 – 260; constructing a
Matsugu, Sawako 10, 11, 15 PBLL environment 175 – 182; deeper
metalanguage 24 foundations of educational thoughts
Mohan, Bernar, A 24 – 25, 107, 209, 3 – 4; foundation for alternative
217, 233, 238; see also Knowledge thoughts and practices 4 – 6; and
Framework the Framework for Learning with
Montessori, Maria 3, 70 Digital Resources 167, 169 – 175,
motivation 69 – 71; and authentic 182 – 183; and further research
video games 86 – 88, 94, 96, 98, and practice 16 – 17; and gaps in
100, 249; and a Framework for literature 8 – 14; increased interests
Learning with Digital Resources in 6 – 10; and language as action
167 – 169; in a secondary EFL 255 – 257; and motivation for the
setting in China 263 – 264 Framework for Learning with
multiliteracies 13, 17, 27 Digital Resources 168 – 169; in a
negotiation 32, 137, 140, 158 – 160 secondary EFL setting in China
Ng, Chiew Hong 10 264 – 266, 279 – 280; teachers’s
observation 97 – 99, 149 – 151, assumptions about 257 – 258; and
151; and assessing technology- translanguaging 52 – 53, 55 – 67; see
infused PBLL 226 – 227, 234 – 235, also PBLL Institute; technology-
238 – 239, 239; in a secondary EFL enhanced project-based language
setting in China 272 – 273 learning (TEPBLL)
one-on-one conferences 235 – 236, project-based learning (PBL): in the
238 – 239 advanced German class 69 – 75,
outcome assessment 229, 236, 239 81 – 82; co-learning linguistics
participation 111 – 112, 119 – 121, 120 through 104, 106 – 112, 121 – 123;
PBLL institutes 6, 14, 251 – 253, 251 deeper foundations of educational
pedagogical framework 266 – 268, 267 thoughts 3 – 4; foundation for
pedagogy 9 – 10, 12, 33 – 34; and a alternative thoughts and practices
Framework for Learning with 4 – 6; and further research and
Digital Resources 168 – 169; project- practice 16 – 17; and gaps in
based learning as 245 – 247; in a literature 8 – 14; increased interests

in 6 – 10; researching 23 – 26, 32 – 39; Index  287
and self- and peer assessment task-based language teaching (TBLT)
117 – 121; and senior projects
in language 75 – 81; and student 128, 204
perception 112 – 117, 117; and teaching-learning cycle (TLC) 13, 205,
telecollaborative opportunities
105 – 106; see also project- 209 – 211, 213, 217, 220; learning
based language learning (PBLL); objectives based on 214 – 215, 216
technology-based PBL language technologies 6 – 7, 14 – 15, 17 – 18, 34,
learning course; technology- 66 – 67; and bilingual teachers’ unit
enhanced project-based language design 249 – 252; and a Framework
learning (TEPBLL) for Learning with Digital Resources
project competences 13, 232 – 233, 171 – 172, 182 – 183; and integrated
236 content and language learning
project knowledge/skills 229, 70 – 71, 73, 76, 78 – 81; place of 276,
231 – 232, 238 278; in a secondary EFL setting in
psychology see ecological psychology China 266 – 268; use of 53 – 57; see
Raedler, Bernadette 11 also technology knowledge/skills;
recording 135 – 140 see also under games
repairing 62 – 65, 140 technology-based PBL language
reviewing 60 – 62, 64 – 65 learning 105, 127, 181, 208, 211,
Sarıcaoğlu, Aysel 11, 15 277, 279; steps in developing 175
second language acquisition (SLA) 49, technology-enhanced form-function
52, 65 – 66, 109 – 110, 122; see also project-based learning (TEFF
second language acquisition project PBLL) 13, 16, 204 – 205, 217 – 220,
(SLAP) 219; and building a curriculum
second language acquisition project 211 – 217; and integrating
(SLAP) 108 – 110, 121 – 123; data standards, technology, language,
collection and analysis 111 – 112; and content 205 – 211; learning
procedures 110 – 111; and self- and objectives in 216; model for 212;
peer assessment 117 – 121, 118, 120; see also technology-based PBL
and student perceptions 112 – 117, language learning
113, 115, 118 technology-enhanced project-based
self-assessment 38, 106 – 107, language learning (TEPBLL) 11 – 12,
111 – 112, 117 – 121, 234 – 237; 126 – 129, 139 – 140; focusing on
of participation across FLAP and form with 135 – 139; methodology
SLAP 120; of preparation across of study regarding 129 – 130; and
FLAP and SLAP 120; student technology as a space for learning
perceptions of 118 130 – 135; see also technology-based
sequence 196 – 197, 210 – 211, PBL language learning; technology-
210 – 211, 214 – 215, 215; language infused PBLL
features of 217 – 219, 218 – 219 technology-infused PBLL 8 – 10, 13,
Slater, Tammy 23 – 25, 29, 105 – 107, 16, 23, 25 – 26, 37; assessment
121 – 122, 157; and assessing framework for 224 – 225, 228,
technology-infused PBLL 224, 229 – 240; and a Framework for
232 – 233, 238; and the Knowledge Learning with Digital Resources
Framework 185, 193 – 194, 197, 199; 168 – 169, 175, 181; and integrated
and a secondary EFL setting in China content and language learning 72,
265, 279; and TEFF PBLL 210 74, 77; key benefits and challenges
smartphones 54 – 57, 89, 135 – 139 of 27 – 32; learner development in
Sutton, Paul S. 200 230; learning assessment in the two
types of 225 – 227; methodologies
used in empirical research on
35 – 36; and technology-enriched
PBLL 160; utilizing technological
resources for 38 – 39

288 Index video games 85 – 87, 89, 99 – 100; see
technology-integrated PBLL 9 – 10, 13; also Plague Inc.

see also Knowledge Framework Vygotsky, Lev 4 – 6; see also
technology knowledge/skills Vygotskyan view

226, 232 Vygotskyan view 135
telecollaboration 11 – 12, 15, 17, WhatsApp 11, 110
World-class Instructional Design and
34, 127 – 129; PBL and 104 – 112,
121 – 123; and self- and peer Assessment (WIDA) 204, 206 – 207,
assessment 117 – 121; and student 212, 214 – 215, 215
perception 112 – 117 workload 111 – 112, 116 – 117, 117
thinking skills 190 – 191, 191, Wright, Elizabeth 200
267 – 268; 81, 85, 89, 165, 195, writing 23 – 25, 157 – 159, 169 – 170,
197, 205, 211, 213; see also critical 193 – 197, 206 – 207, 237 – 238; future
thinking research and teaching concerning
translanguaging 49 – 53, 64 – 67; and 36 – 39; methodology in present study
creating 57 – 59; data analysis regarding 25 – 26; in a secondary
relating to 54 – 55; and interacting EFL setting in China 265 – 267; and
59 – 60; participants and project technology-infused project-based
related to 53 – 54; and repairing learning 27 – 32; and theories and
62 – 64; and reviewing 60 – 62; and conceptual foundations 32 – 35
use of technology 55 – 57 Xie, Feifei 159
Zhang, Weiyu 10
unit design 213, 244 – 245, 258 – 259; Zhao, Juanjuan 12, 15, 146 – 149,
and the PLATE framework 151 – 154, 157 – 160
247 – 250; project-based 270; study
design and methods regarding
250 – 258

unit plan 91 – 92, 194, 213 – 215