Brent Jones presented on augmenting project-based learning (PBL) with elements of team-based learning (TBL) in an undergraduate business program in Japan. He conducted an action research study during the 2019 fall semester with 28 students. The study aimed to investigate the effectiveness of incorporating TBL's readiness assurance tests and application steps into an existing PBL curriculum. Results showed that keeping student groups the same throughout the semester and using TBL elements somewhat improved learning outcomes. The presentation concluded by discussing takeaways and encouraging other language teachers to experiment with combining PBL and TBL approaches.

1. AugmentingPBLwithTBL
BRENT A. JONES - PRESENTED AT THT KYRGYZSTAN 2020
Engaging Language Learners with Team-Based
Learning (TBL)
• Context (Program / Learners / Project)
• Current Study
• Findings
• Interpretations
Overview
Context
Hirao School of Management
• Undergraduate
• Economics & Business Admin
• Project-Based Learning (Core)
• Coordinated CLIL Program
KonanUniversity

2. •Weeks 1 - 5 Background Info
•Weeks 6 - 10 Case Study
•Weeks 11 - 15 Group Research
BeerIndustryProject
Brewing Process Movie
Spark Page
Case Study (Craft Beer Brewery)

3. CurrentStudy
•Readiness Assurance Tests
•Individual / Team
•Application
• Note: Same teams throughout the semester.
AugmentingPBLwithTBL

5. Findings

6. Results-IndividualRATs
Module 1 Module 2
Results-TeamRATs
ResearchSkills ResearchSkills

7. Cooperation/Teamwork Cooperation/Teamwork
TargetLanguageSkills/Confidence TargetLanguageSkills/Confidence

8. TargetLanguageSkills/Confidence TargetLanguageSkills/Confidence
TeamFunctioning TeamFunctioning

9. TeamFunctioning TeamFunctioning
TeamFunctioning
Interpretations

10. • Keeping the same groups throughout the semester (GOOD)
• Improved learning outcomes (SOMEWHAT)
• Applications (GOOD - Maybe)
TakeAways Slides&Paper
Slides - tinyurl.com/jonesPANSIG2020
https://tinyurl.com/kyrgyz2020brent
• Adobe (2019). Adobe Spark. Retrieved from https://spark.adobe.com/.
• Brame, C. J. (N.D.). Team based learning. Center for Teaching at Vanderbilt University. Retrieved from https://
cft.vanderbilt.edu/guides-sub-pages/team-based-learning/
• Buck Institute for Education (2019). PBL Works. Retrieved from www.pblworks.org
• Japan Beer Times (2019). The Japan Beer Times. Retrieved from https://japanbeertimes.com/
• Knoll, M. (1997). The project method: Its vocational education origin and international development. Journal of
Industrial Teacher Education, 34(3).
• MEXT (2008). Central Council for Education Report: Toward the Construction for Undergraduate Education. Tokyo:
MEXT [Written in Japanese].
• MEXT (2012). Central Council for Education Report: Toward the Qualitative Transformation of Undergraduate
Education for the Future: Cultivating Lifelong and Independent Learners. Tokyo: MEXT [Written in Japanese].
• Michaelsen, L. K., Knight, A.,& Fink, L. Team-based learning: A transformative use of small groups in college teaching.
Sterling, VA: Stylus Publishing; 2004.
• Michaelsen, L. K., Watson, W. E., & Black, R. H. (1989). A realistic test of individual versus group consensus decision
making. Journal of Applied Psychology, 74(5), 834-839.
• PechaKucha Night (2019). PechaKucha Night. Retrieved from https://www.pechakucha.com/
• ZipGrade (2019). ZipGrade. Retrieved from https://www.zipgrade.com/.
References
• Active Learning (AL) in undergraduate programs has been highlighted by the Ministry of Education,
Culture, Sports, Science and Technology (MEXT) as an educational aim in Japan for over ten years (MEXT,
2008; MEXT 2012). The push to adopt AL approaches has been felt at universities throughout Japan, and
this is true in English for Specific Purposes (ESP) and other foreign language programs as well. One answer
has been to include project-based learning (PBL) at the core of the CLIL curriculum in a management
program where the author has been the Director of Language Programs since 2009. The author has
struggled with getting learners to engage with out-of-class assignments aimed at building foundational
knowledge for many of his projects. Literature on team-based learning (TBL) highlights the strength of
this approach in this area, and the author thus decided to experiment with adopting elements of a TBL
approach in some of his projects, specifically the readiness assurance tests and application steps. This
presentation introduces an action research project conducted during the 2019 Fall semester that involved
a group of twenty-eight students. The aim was to investigate the effectiveness of augmenting a project-
based learning (PBL) curriculum with TBL elements. This report starts with some contextual background,
goes on to offer brief outlines of PBL and TBL, and then includes how various online tools were used to
deliver instructional content and manage the project. Findings and discussion are then provided to
evaluate the successes and shortcomings. It is hoped that this research might inspire other language
teachers to experiment with PBL, TBL and other active learning approaches.
Abstract