NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1180542
Record Type: Journal
Publication Date: 2014-Jun
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0119-5646
Chinese Business English Students' Epistemological Beliefs, Self-Regulated Strategies, and Collaboration in Project-Based Learning
Zhao, Ke; Zheng, Yongyan
Asia-Pacific Education Researcher, v23 n2 p273-286 Jun 2014
This study aimed to investigate the nature of epistemological beliefs, conceptions of collaboration, and strategy use in Project-based Learning among Chinese business English students and to explore the relations among epistemological beliefs, collaboration, strategy use, and academic performance. 25 year-three students in a Sino-British joint English for International Business program in Mainland China were interviewed about their project learning experiences. Qualitative analysis of the interview data identified patterns of their reported beliefs, conceptions of collaboration, and strategy use. Quantitative analysis revealed significant correlations among beliefs and strategy use as well as with project performance. This study extended earlier research by characterizing different levels of epistemological beliefs and identifying special patterns of conceptions of collaboration and strategy use associated with Project-based Learning in a different cultural context. Findings also problematized the generally held assumption that students from a collectivist culture would naturally know how to collaborate. These findings would have important educational implications for designing and promoting Project-based Learning for college business English students in Asian educational contexts.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A