Students’ and teachers’ perspectives on project-based learning in a blended-learning translation course

This research was conducted at a public university in Vietnam where project-based learning (PBL) has been integrated into various courses.Notably, this marks only the second instance of PBL being used in a blended learning format, an area that remains underexplored.The study seeks to examine both students' and teachers' perceptions of the effects of PBL, specifically through the implementation of a Magazine Project within a blended translation course.A mixed-methods approach was utilized, gathering data from 107 third-year English majors via an online questionnaire, in-depth interviews with eight students, alongside semi-structured interviews with five course instructors.Findings indicated positive responses from both students and teachers regarding learner autonomy, problem-solving abilities, collaboration, and IT skills.However, the study also highlighted challenges such as a lack of individualized support and the use of ineffective learning tools.The paper concludes with practical recommendations for optimizing PBL in blended learning contexts, targeting educators and researchers.