An Action Research Of Cultivating Senior High School Students’ English Learning Strategies Based On Project-based Learning

The English High School Curriculum Standards(2017 Edition 2020 Revision)states that the effective use of learning strategies helps to improve the outcome and efficiency of students’ English learning and helps them to develop the habit and ability of independent learning.The use of learning strategies is also transferable and can help to promote the development of students’ lifelong learning ability.Therefore,how to infuse learning strategies into English teaching is a big challenge for English teachers.Project-based Learning is a student-centered teaching model by which teachers can develop students’ independent learning skills.Students can be fully engaged in learning activities by using this method and this is closely related to the development of students’ English learning strategies.The purpose of this research is to explore the teaching path of developing high school students’ English learning strategies by using the Project-based Learning and to improve students’ awareness and ability to use English learning strategies.Based on constructivist learning theory,multiple intelligence theory and pragmatic teaching theory,this action research takes students of class 5,Grade One in a senior high school in Juancheng County,Heze,Shandong Province as subject and uses the methods of questionnaire survey,interview and class observation.By conducting three rounds of action research,we aims to discuss the following research questions: Firstly,how effective is Project-based Learning in cultivating senior high school students’ English learning strategies.Secondly,what are the specific ways in which the Project-based Learning cultivate senior high school students’ English learning strategies.Before the action research,students’ English learning strategies were investigated by using a questionnaire with four dimensions: cognitive strategies,meta-cognitive strategies,communicative strategies,and mental strategies.During the action research,the implementation of the Project-based Learning was continuously adjusted to address the problems that emerged in the classroom,so as to explore what are the specific ways in which the Project-based Learning cultivate senior high school students’ English learning strategies.After the three rounds of action research,the students were surveyed again and compared with the pretest data to explore how effective is Project-based Learning in cultivating senior high school students’ English learning strategies.Through analysis and discussion,this research found: Firstly,Project-based Learning has significant effects on cultivating all of these four dimensions of senior high school students’ English learning strategies.The most significant improvement is shown in meta-cognitive strategies and communicative strategies,followed by cognitive strategies and emotional strategies.Secondly,the specific ways include: planning and evaluating the projects can cultivate meta-cognitive strategies,understanding and integrating the information needed for the projects can cultivate cognitive strategies,completing projects by working in groups can cultivate communicative strategies and trying to complete the projects with the encouragement of teachers and peers can cultivate emotional strategies.