The Effects of Project-based Learning on Non-English Majors' Language Proficiency and Autonomy

In China, the traditional teaching method prevents students' language proficiency from being improved and restrains their autonomy from being developed. Therefore to reform the current college English teaching has been an urgent problem for English teachers. Project-based Learning (PBL) is a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. By carrying out an experiment with 80 non-English majors for one semester, the present study, based on the theory of project-based learning, aims to investigate students' general opinions about PBL, and effects of PBL on Chinese non-English majors' language proficiency and autonomous learning. The final findings show that most of the students in the experimental group highly valued project-based learning. They were motivated to learn English by doing projects. In addition, many students made progress in increasing vocabulary, improving reading comprehension and enriching English knowledge. What's more, almost half of the students made progress in developing their speaking ability, but only a few students admitted that their writing ability was improved. Meanwhile PBL could develop students' autonomy in learning. Based on the findings, the author reaches the conclusion that it is feasible and beneficial for Chinese teachers to adopt project-based learning in college English teaching.