AN EXPLORATORY STUDY ON PROJECT- BASED LEARNING’S PEDAGOGY IN AN ESP INTERDISCIPLINARY SYLLABUS: the case of Mathematics Students at NHSM- Algiers

Abstract

This study examined teaching English to ESP students using interdisciplinary approach to enhance the integration of English, mathematics and computing through Project Based Learning. It was hoped that the results would bring a change in the way knowledge is imparted to 21st century students and prepare them for the real-world. The study attempted to showcase, through extensive literature, that students needed more than the basic, academic skills to thrive in their life after graduation. This study aimed to reveal the feasibility of interdisciplinary approach in an ESP class, using project based learning and discuss the benefits and challenges of its implementation into the educational system. While several studies have been conducted in interdisciplinary syllabus, the need for a practical way on how to use it in class was important in the view of the researcher was critical. Besides, it was hoped to provide students with a better understanding of the connection between various disciplines, they could be more successful in the subjects taught and able to apply acquired knowledge in class out of the box. The study was guided by four research questions. The researcher attempted to explore to what extent teachers were familiar with interdisciplinarity, the way project as a tool to meet the 21st century students, and find out whether it was in alignment with modern education, and what the challenges and limitations might have hindered its application in the Algerian Educational system. Its purpose was, then, to explore the effectiveness of project based learning to teaching English to mathematics students. Empirical data were gathered through interviews of teachers, questionnaires and classroom observation and extensive literature related to the importance of interdisciplinary teaching in the 21st century. In the semi-structured interviews, nine teachers participated in the study while thirty-nine students took part in the survey. As for the third, classroom observation, it was conducted by the researcher as a non-participant. The data were analysed using descriptive statistics, frequency distribution, tabulation and percentages. The study took place at the National High School of Mathematics (NHSM), Algiers. The findings revealed that most of the students (84,6%) demonstrated positive attitudes towards the project initiated and conducted in class at NHSM and with a high sense of engagement and motivation. They were able to realise that all subjects were connected in a way or another. As for teachers’ interviews, the findings revealed that most of them were not familiar with interdisciplinarity and conducted projects in a traditional way. They also admitted that this approach requires time management, interdisciplinary collaboration and teacher training. As a result of the study, few recommendations were made. First, it was recommended that teachers should be given opportunities to take part in continuous professional development programs on effective application of interdisciplinarity and experiment with project-based learning. Then, designing an action plan to facilitate teachers’ cooperation and promoting reflective practice was highly recommended. Finally, it was recommended that syllabuses be in alignment with 21st students’ needs, aspirations, interests and learning styles.