Improving Language Teacher Education through Project-based Training

DiFiore, Rita and Szamosi, Barna (2024) Improving Language Teacher Education through Project-based Training. EGER JOURNAL OF AMERICAN STUDIES, 18. pp. 85-98. ISSN 1786-2337

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Abstract

Currently our institute offers literature and film-focused research methodology courses; simultaneously, statistics show that students seldom select a topic for their final thesis that is related to teaching methodology or culture. To address this restriction of choices, the introduction of a new course in qualitative research methods is expedient. However, before designing a new course, a needs analysis was conducted. This study primarily aims to investigate the students’ attitudes and preparedness to collect data through primary research, thus, attempts to explore the reasons for the low level of engagement in research in the field of education and culture. The method of inquiry was a questionnaire that was distributed to 114 students. The 73 responses received indicate that the students’ experience with research methods and tools is limited. The conclusion of the study was that although the students express their interest to explore culture and teaching methodology, due to the lack of training in qualitative methods, their choices are restricted and they seem reluctant to use primary data collection tools for their research. However, understanding and transforming their professional environment would require specific research skills, and without such training, students are insufficiently prepared to enter the workforce. Therefore, the secondary aim of the study is to offer a suggestion for bridging the gap between the students’ professional commitment and their current research competencies. According to the findings, it is necessary to design a new framework for a research methodology course that focuses on the creation and use of research tools as a learning outcome and includes the assessment regimen and teaching-learning activities according to constructive alignment. Applying a project-based approach can support autonomous, confident, and openminded graduates with a solid background in research methodology.

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