Student Perceptions of Web-based Project for Language Learning

The purpose of the study is to examine the differences in perceptions between students in high and low proficiency groups after they participated in a Web-based project. It investigates affective and linguistic factors of the Web-based project in an English course for two-year college students in Korea. Surveys from forty-one students were analyzed to assess the value of integrating the Weblog project into second language learning. This paper describes the benefits and drawbacks of a Web project after the observation. It also discusses the students’ most and least favorite aspects of project- based learning. Three major findings are discussed: (a) a student-centered approach with the Web project had positive influence on the linguistic as well as the affective domains of the survey in learners of both proficiency levels; (b) most students showed positive attitudes toward collaborative learning during the Web project via both survey and in-depth interview. Combining qualitative and quantitative research methods, this empirical study supports the view that the Web-based project has a positive effect on meaningful learning and promotes active participation. Implications related to the role of projects on the Web in encouraging students’ autonomous English learning are considered.