Abstract
The purpose of this research is to investigate the impact of topics that are introduced in Taylor’s Centre for Languages Intensive English Programs on students’ mindsets. Each semester, a topic related to the well-being of the environment will be introduced in class and students are required to complete a project based on the topic provided. Upon their return from the excursion, the students will then conduct a research on it. In order to investigate whether there are any changes in students’ level of awareness of a particular topic, a two-pronged approach is used to conduct this research. The first step is by issuing two sets of questionnaires to the students. The first questionnaire is given before the introduction of the topic and the other after the completion of the project. Through the questionnaires, it helps to identify students’ views and level of awareness on the topic before and after the intervention of classroom teachings and the project. The study was conducted for the duration of 6 weeks, as the first questionnaire was distributed before the students begin work on their project and the second questionnaire was distributed after they completed their project in week 10 in order to compare their awareness of environmental topics before and after the project. The data gathered were tabulated using Statistical Package for the Social Sciences (SPSS) software.
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Kia Seng, C.L., binti Mohd. Azhar, N.I.S. (2018). Changes in Students’ Level of Awareness of Social Topics Through Project-Based Learning in the Intensive English Program at Taylor’s Centre for Languages. In: Tang, S., Cheah, S. (eds) Redesigning Learning for Greater Social Impact. Springer, Singapore. https://doi.org/10.1007/978-981-10-4223-2_30
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