Abstract

In the context of globalization, interdisciplinary project-based learning (PBL) has become increasingly prominent in the writing performance of English learners. As a teaching method covering multiple disciplines, interdisciplinary project-based learning (PBL) can provide students with a real and rich language application scenario to improve their engagement and critical thinking. However, there are many challenges in the traditional teaching methods of English writing in China, such as students’ weak language and writing performance, which makes it difficult to meet the learning needs of students. However, it can be argued that while there is much research done on the effectiveness of interdisciplinary PBL on English learners, there are not much research done from teachers’ perspectives, especially those who are used to teaching English writing using a more traditional methods, such as those in China. Therefore, this study aims to explore Chinese teachers’ views on the impacts of interdisciplinary PBL on the English writing performance of Chinese EFL primary school students. This study used a case study method by way of semi-structured interview technique to interview five purposely selected Chinese English teachers in a public primary school in southern China and used thematic analysis for data analysis. The results showed that these teachers believed that interdisciplinary PBL could enhance students’ writing performance in terms of vocabulary, grammar, structure and content. These teachers believed that rich teaching resources, high learning participation and a good classroom atmosphere were important factors in improving Chinese students’ English writing performance, but weak language foundation, limited class time and insufficient teacher ability might be the obstacles to their writing performance. In addition, teachers also faced obstacles in curriculum design, classroom management and assessment methods, and future teaching should take corresponding measures to address these obstacles. This study had important implications for future research, teachers, students, schools and policymakers.

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