THE ANALYSIS OF PROJECT-BASED LEARNING IN TEYL MATERIAL DESIGN COURSE: LECTURER’S EXPERIENCE & STUDENTS’ PERCEPTIONS
Keywords:
Project-Based Learning, Student Perception, TEYL Material DesignAbstract
The effectiveness of learning English for young learners relies heavily on the quality of materials and methods used to design them. In higher education, the TEYL (Teaching English to Young Learners) Material Design course helps pre-service teachers develop skills for creating appropriate materials for young learners. This study analyzes the lecturer's experience in designing project-based learning and explores students' perceptions of its application in the TEYL Material Design course. Using a qualitative case study approach, data were collected through document analysis of lesson plans, interviews with the lecturer and students, and a questionnaire completed by 27 students. The findings reveal that the lecturer designed three main projects: handmade, digital, and student book materials, aligned with learning objectives and real classroom contexts. The lecturer overcame instructional challenges through detailed instructions and ongoing feedback. Students' perceptions were predominantly positive, showing increased motivation, better material understanding, and improved collaboration skills. They felt actively involved throughout the planning to reflection phases. The study concludes that project-based learning was effectively designed and applied, benefiting both lecturer and students in achieving course outcomes and deeper engagement. The results suggest project-based learning suits courses requiring creativity and practical application, recommending continuous refinement for similar contexts.
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