Blended Learning Instruction in English for Specific Purposes: An Ethnographic Investigation of Project-Based Learning

Abstract

Although many studies have scrutinized the adoption of project-based learning (PBL) in various EFL/ESL teaching contexts, the implementation of PBL under the blended learning instruction in English as specific purposes (ESP) field is relatively less reported.  Especially in the Indonesian ESP context, where ESP courses are taught mainly by English teachers from non-ESP backgrounds. To fill this lacuna, the present study adopted an ethnographic approach and endeavored to investigate the integration, fulfilment, practice, and challenge of applying PBL into blended ESP learning instructions. Notably, this research describes how the PBL is integrated with the one-year blended ESP course, how it helps learners improve their specific English and disciplinary knowledge, and the perceived challenges of PBL pedagogy in the PUA. The findings indicated that PBL in blended ESP instruction was implemented in two common ways: PBL as a significant source of assessments mini-research and classroom activities. Furthermore, students' specific English, disciplinary knowledge, mini-research concepts, teamwork, and critical thinking were enhanced through PBL experiences in blended ESP instructions.  Meanwhile, ESP teachers' lack of disciplinary knowledge and mutual collaborations between language and disciplinary teachers became significant challenges in attaining harmony. The unique PBL blended ESP instructions serve pedagogical implications for other ESP teachers. Future researchers are suggested to explore the effectiveness of collaborative teaching involving language teachers and disciplinary teachers within the same ESP context.