Research on the Influence Dimensions of Project-Based Learning on College Students' English Learning Ability

This paper aims to study whether project-based learning can have a significant influence on the English learning ability of college students and the influence dimensions through a combination of quantitative and qualitative analysis. To this end, 80 sophomores were randomly selected as the tracking respondents. They were given a questionnaire survey of the same content at the end of the freshman year (traditional English class) and the end of the sophomore year (project-based learning reform) respectively to obtain the significance of changes in their learning ability with paired sample t-test. Meanwhile, the research team also conducted random classroom interviews with the follow-up subjects, and asked them to write a personal summary to reflect on their one-year project-based learning. Through the analysis of the above data and information, it is believed that project-based learning promotes the comprehensive development of students' English learning ability. Specifically, four dimensions, i.e., students' teamwork ability, self-monitoring ability, language expression ability and network application ability, are significantly improved, while the enhancement of thinking ability approaches but does not reach a significant level, which may be due to its complicated nature. The feedback from most students shows that under the condition that traditional English classes can't mobilize students' learning initiative, project-based learning with the project group as the evaluation unit is indeed an effective means to "force" students to improve their learning ability.