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Exploring the Potential of Project－Based Learning for Enhancing English Speaking Skills : Focus on Cross-cultural Perspectives in Elementary Schools in Japan and Egypt
https://doi.org/10.32150/0002000726
https://doi.org/10.32150/00020007262ce73923-f43d-4297-af00-ad400c8c1dbf
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kyoikurinsyokenkyu_77_02.pdf (2.1 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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| 公開日 | 2026-01-16 | |||||||||
| タイトル | ||||||||||
| タイトル | Exploring the Potential of Project－Based Learning for Enhancing English Speaking Skills : Focus on Cross-cultural Perspectives in Elementary Schools in Japan and Egypt | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.32150/0002000726 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
サーレハ, マイ
× サーレハ, マイ
× 石森, 広美
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| 著者別名 | ||||||||||
| 姓名 | SALEH, Maye | |||||||||
| 言語 | en | |||||||||
| 著者別名 | ||||||||||
| 姓名 | ISHIMORI, Hiromi | |||||||||
| 言語 | en | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | This study explores the potential of Project-Based Learning (PBL) in enhancing English-speaking skills in elementary school English classes, comparing its implementation in Japan and Egypt. The focus is on students' confidence, fluency and engagement, and the research provides insights into how cultural and educational contexts influence the effectiveness of PBL. Through classroom observations, teacher surveys and interviews with future teachers, the findings reveal that PBL could foster active participation, self-expression, and real-life language use more effectively than traditional textbook-based methods. Students in PBL classrooms show increased confidence and a greater willingness to engage in English conversations. However, certain challenges to the effective implementation of PBL were identified. In Egypt, factors such as overpopulation, limited resources, poor access to technology, and heavy teacher workloads hinder effective PBL implementation. In Japan, despite structured educational systems and sufficient resources, teachers face difficulties with workload management and the need for ongoing professional development in PBL methodologies. The study emphasizes the importance of providing teacher support, specialized PBL training, and better integration of technology. Addressing these challenges is crucial for enhancing PBL’s effectiveness and ensuring its sustainability, ultimately preparing students to become confident, active English speakers and proactive global citizens in today’s interconnected world. | |||||||||
| bibliographic_information |
北海道教育大学紀要. 教育臨床研究編 巻 77, p. 15-30, 発行日 2025-11-28 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | EISSN | |||||||||
| 収録物識別子 | 2759-6680 | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | 英語のスピーキング能力の向上におけるプロジェクト型学習の可能性 : 日本とエジプトの小学校における異文化の視点を中心に | |||||||||
| 言語 | en | |||||||||
| 出版者 | ||||||||||
| 出版者 | 北海道教育大学 | |||||||||
