Volume 5, Issue 2
  • ISSN 2665-9581
  • E-ISSN: 2665-959X
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This exploratory study examines the role of project-based learning (PBL) in an Eigogaku (English linguistics) course for preservice English teachers studying at an English medium college in Japan. Three projects were designed to connect the course modules on phonetics/phonology, morphology, and syntax with language teaching applications. At the start and conclusion of the course, students completed a survey that included an open-ended question about the role of linguistics in language teaching and 29 Likert-scale response items targeting their understanding of linguistic concepts, pedagogical applications of linguistics, their beliefs and values about language teaching and learning, and learner autonomy. Responses to the open-ended question showed an increase in explanations of how linguistics can inform pedagogical practices and increase teacher agency. Responses to the Likert-scale items indicated greater understanding of linguistic concepts, pedagogical practices, and learner autonomy, but minimal change regarding beliefs about language learning and teaching. Implications for these findings and recommendations for future research on linguistics education for language teachers are discussed.


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