Implementing project-based language teaching in an Asian context: a university EAP writing course case study from Macau

摘要: Project-based language teaching (PBLT) provides a number of potential learning benefits through opportunities for authentic meaningful use. Previous research has also indicated how PBLT can encourage student motivation and develop learner autonomy. However, mixed findings have been found when implementing in Asian contexts. The aim this study was to describe the development project explore implementation perceptions within an EAP writing course Macau. utilized questionnaire data (n = 16) teacher reflections. Results that appeared effective at creating interactive use, students were comfortable with their autonomous role project. Findings motivation, autonomy raised approach. These results are discussed light previous on EFL contexts, further improvements used current explored.