STUDENTS’ AND TEACHERS’ PERSPECTIVES ON PROJECT-BASED LEARNING IN A BLENDED-LEARNING TRANSLATION COURSE

Abstract

This research was conducted at a public university in Vietnam where project-based learning (PBL) has been integrated into various courses. Notably, this marks
only the second instance of PBL being used in a blended learning format, an area that remains underexplored. The study seeks to examine both students’ and teachers’
perceptions of the effects of PBL, specifically through the implementation of a Magazine Project within a blended translation course. A mixed-methods approach was
utilized, gathering data from 107 third-year English majors via an online questionnaire, in-depth interviews with eight students, alongside semi-structured interviews
with five course instructors. Findings indicated positive responses from both students and teachers regarding learner autonomy, problem-solving abilities,
collaboration, and IT skills. However, the study also highlighted challenges such as a lack of individualized support and the use of ineffective learning tools. The paper
concludes with practical recommendations for optimizing PBL in blended learning contexts, targeting educators and researchers.