Learning English through a Challenge-Based Learning Project during the COVID-19 Pandemic

Authors

  • Hiroyuki Obari School of Economics, Aoyama Gakuin University, Tokyo, Japan
  • Stephen Lambacher School of Social Informatics, Aoyama Gakuin University, Sagamihara, Japan
  • Hisayo Kikuchi School of Global Collaboration, Aoyama Gakuin University, Sagamihara, Japan

Keywords:

higher-order thinking skills, flipped learning, Challenge-based Learning

Abstract

This study focuses on challenge-based learning (CBL) with native Japanese undergraduates from Waseda University in Tokyo (n=27). The study was implemented from May 2021 to November 2021 using Zoom and the SNS programs Facebook and Line for added support. Pedagogical training focused on helping students find solutions to many world issues in the 21st century, such as SDGs, AI, society, Cross-cultural IQ, and global leadership. In addition, throughout the Zoom online program, training in higher-order thinking skills and oral presentations were emphasized.  Finally, survey results disseminated to the student participants (July 2921) are presented.  The survey focused on gauging students' opinions about their virtual learning experiences during the COVID-19.  Some of the notable survey results included: (1) 92% of students felt the online classes improved their oral production skills; (2) About 80% of students felt that they acquired seven 21st century skills; (3) About 74% of students acquired higher-order thinking skills; and (4) 96% of students felt the interaction with campus crusade for Christ (CCC) members helped them change their worldviews and improve English proficiency.  The results indicated that CBL could effectively provide ample opportunities for students to use English regularly and improve their higher-order thinking and oral productions skills even during the COVID-19.

Author Biographies

Hiroyuki Obari, School of Economics, Aoyama Gakuin University, Tokyo, Japan

Hiroyuki Obari is a professor emeritus at Aoyama Gakuin University. He now teaches part-time in the Faculty of Law, Waseda University, and the Tokyo Institute of Technology graduate school. He has been a visiting researcher at the National Institute of Advanced Industrial Science and Technology (AIST) since 2006. Born in 1953, he received his BA from the University of Oklahoma (Political Science), MA from ICU (International Relations), second MA from Columbia University (TESOL), and Ph.D. from the University of Tsukuba (Computer Science). He served as a visiting researcher at the University of Oxford (1998, 2007, 2018~2020). He specializes in CALL, TESOL, Worldview Studies, and Edutec. His recent publications include McCarty, S., Obari, H., & Sato, T. (2017). Implementing Mobile Language Learning Technologies in Japan. Springer.

Stephen Lambacher, School of Social Informatics, Aoyama Gakuin University, Sagamihara, Japan

Stephen Lambacher is a professor of English in the School of Social Informatics at Aoyama Gakuin University in Tokyo, Japan.  His research and teaching interests include CALL, phonetics, pronunciation, and the use of mobile e-learning technologies and social media to bolster L2-learning.  He was previously an associate of professor of English at the University of Aizu, a computer science university in Fukushima, Japan.

Hisayo Kikuchi, School of Global Collaboration, Aoyama Gakuin University, Sagamihara, Japan

Hisayo Kikuchi is a professor and coordinator of the English program in the School of Global Studies and Collaboration at Aoyama Gakuin University in Tokyo, Japan. Her research and teaching interests include CALL, CLIL, and EMI.

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Published

2021-12-08

How to Cite

Obari, H., Lambacher, S., & Kikuchi, H. (2021). Learning English through a Challenge-Based Learning Project during the COVID-19 Pandemic. AsiaCALL Online Journal, 13(1), 122-131. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/96

Issue

Vol. 13 No. 1 (2022): January 2022, Volume 13, Issue 1

Section

Articles

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Copyright (c) 2021 Hiroyuki Obari, Stephen Lambacher, Hisayo Kikuchi

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