ABSTRACT
This chapter describes action research that two middle school EFL teachers in China carried out during the implementation of a project-based, technology-mediated instructional framework in their classrooms. The teachers found that using this instructional model resulted in their students demonstrating gains in communicative language ability, learner engagement, cultural awareness, collaborative learning, and critical/creative thinking. This positive finding led them to suggest that project-based learning can work in an examination-oriented culture such as that which exists in China. Students’ lack of active use of technology within student-directed learning practice was identified as an issue that needed work. The chapter concludes with three important principles of particular relevance and importance to implementing technology-mediated PBLL in secondary schools located in examination-oriented cultures such as those found in China.
