English Acquisition using Multiple Intelligences Supported Project-based Learning and ICT: The Role of Cognitive Factors
DOI:
https://doi.org/10.54097/45bsf956Keywords:
ICT, Multiple Intelligences Supported Project-based Learning, Cognitive Factors, Chinese Bilingual SchoolsAbstract
This paper has explored critical cognitive determinants affecting students’ English learning process in context of blended learning based on information and communication technologies, especially through project-based teaching; it also identifies how these identified cognitive determinants contribute to the formation of students’ cognitive profiles. Moreover, it has help designed a student-centred ICT-enabled English language learning/teaching process, and give the impact of blended learning based on information and communication technologies on student learning outcomes. In this paper, qualitative method was used to answer the research questions. The data used in this study are mainly derived from interviews of teachers and students in Chinese bilingual schools. The results identified several cognitive factors influenced students’ learning outcomes in a blended learning environment, such as attention, memory, metacognition, and motivation. Moreover, the study identified four distinct cognitive profiles based on learner characteristics, covering attentive learner, memory-reliant learner, metacognitive learner, and motivated learner. Attentive learners benefit from highly interactive and graphical interfaces, such as virtual reality simulations or instantaneous quizzes. Results also indicate that co-design approach involving teachers and students was pivotal in creating a student-centered learning framework. Effective integration of ICT in education requires continuous professional development, peer mentoring, and access to online resources for teachers. Effective teacher training ensures educators are well-equipped to use ICT tools to enhance teaching and learning. The results show that employing multimedia elements and providing interactive activities introduced more significant learning experiences while enhancing language retention and learning. The outcome of project-based learning activities enhanced the problem-solving and analytical skills of the students.
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