A case study on project-based language learning in Chinese high school English education: student experiences, teacher transformation, and pedagogical implications

Huang, Yuhan (2026) A case study on project-based language learning in Chinese high school English education: student experiences, teacher transformation, and pedagogical implications. PhD thesis, University of Glasgow.

Abstract

This qualitative case study explored how Project-based Language Learning (PBLL) can coexist with the high-stakes, examination-oriented English curriculum of a state high school in Chongqing, China. Over a one-month summer-holiday period, forty-four Grade 10 students and their experienced English teacher engaged in online collaborative planning and preparing for a travel-themed video-making project, which culminated in face-to-face English-speaking presentations conducted on-campus after the semester commenced. Grounded in Sociocultural Theory, Global Englishes, Communicative Language Learning and principles of Project-based Learning, the teacher and I collaboratively structured the project framework, integrating students’ input to dynamically refine weekly goals. Throughout, we encouraged flexible translanguaging between English and Chinese, documenting both the evolving learning process and the final publicly presented products and outcomes. Classroom observations, student artefacts, semistructured interviews, and focus-group discussions were analysed thematically. PBLL produced more varied spoken and written language output, as iterative drafting and rehearsals, collaborative problem-solving, interactive translanguaging practices, and engaging content collectively supported students in prioritising meaning before form during the learning process. Brief switches to Chinese lowered anxiety and often prompted voluntary English use in subsequent turns. Many learners shifted from external compliance to self-endorsed motivation, reporting higher confidence in speaking and teamwork. Most interviewed learners reported an increase in intrinsic motivation over the course of the project, noting improved confidence in speaking and enhanced teamwork skills. The teacher evolved from textbook transmitter to co-designer and facilitator, uncovering learners’ hidden strengths and integrating micro-projects into regular lessons. Challenges remained: heavier preparation, unfamiliar formative assessment, and misalignment with the National College Entrance Examination, which still omits speaking and collaboration. The study suggests that carefully scaffolded PBLL could create a complementary space alongside China’s current examinationoriented education system by addressing gaps in fostering students’ practical communication skills. The pedagogical insights gained from the project, particularly in enhancing students’ speaking confidence and autonomy, were successfully integrated by the participating teacher into regular classroom instruction. Additionally, the co-constructive collaboration between the researcher and teacher highlights a replicable model for future research and pedagogical practice. This collaborative framework, which included joint curriculum development, reflective practice, and mutual professional growth, could inspire broader applications in diverse language teaching contexts, encouraging educators and researchers to optimise teaching strategies and enhance learning environments. Future work could consider lengthen project cycles, involve cross-subject teachers, and provide systematic professional development to sustain the motivational and communicative gains observed.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Morrison-Love, Dr. David, Crichton, Dr. Hazel and Valdera-Gil, Dr. Francisco
• Date of Award: 2026
• Depositing User: Theses Team
• Unique ID: glathesis:2026-85781
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 24 Feb 2026 11:25
• Last Modified: 24 Feb 2026 11:25
• Thesis DOI: 10.5525/gla.thesis.85781
• URI: https://theses.gla.ac.uk/id/eprint/85781