Project-Based Learning at a National University : A Collaboration between English and Engineering Departments

In this paper, the authors outline the theoretical background for the creation of an engineering project-based learning English course, describe the actual content creation and implementation of this course from April 2014 to August 2014, and identify positive and negative themes analyzed through grounded theoretical coding from students' feedback, which lead to significant alterations of future iterations of the course. The major positive themes resulting from this analysis include presentation, knowledge acquisition in other fields, design, and research. Negative themes expressed by the students in the first iteration of the course include more 7'0EIC, time-consuming, more English, and burdensome. The authors conclude the paper by commenting about ongoing research concerning the longitudinal effects on engineering students who participated in an English language projectbased learning class, and ambitions for creating a robust and informed engineering projectbased learning model for English students that can be easily transferred to and utilized in other university English programs