Volume 17, Issue 1
  • ISSN 0817-9514
  • E-ISSN: 2542-5102
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This empirical study of Resource Based Learning in a group project in intermediate Japanese classes investigated students’ learning process during their interactions with Web resources. The learners researched an aspect of Japanese society of their choice, using different types of available learning resources (e.g., human, media, literature, e-mail, and the Web) and gave oral presentations based on their research. The researchers observed the students throughout the semester while they were working on the various learning resources and took notes on their activities and interactions. After the presentation, one of the researchers conducted a follow-up interview with seven students from different groups. Based on the empirical data, the findings are described and interpreted. Results show learners’ positive perceptions of the gains of the project, and that learners most valued the resource from which they best obtained the information needed for their research content and topic. Although this project created a larger learning environment, learners were required to develop strategies to understand and use the authentic Web resources beyond their language proficiency; and to use information searching skills and critical thinking skills in order to be successful in resource-based learning using the Web.


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  • Article Type: Research Article
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