The Research on English Major Teaching Driven by Project-Based Learning Model—Taking Telling Chinese Stories in English as an Example

Abstract

Amid China’s global initiatives to “tell China’s story well,” this study addresses the critical gap in English education, where traditional pedagogies prioritize grammar and standardized assessments over cultural confidence and practical communication skills. Through a project-based learning (PBL) framework centered on Sichuan embroidery—a 2,000-year-old intangible cultural heritage—the research investigates how integrating cultural storytelling with language acquisition empowers English majors to articulate China’s narratives authentically and creatively. The study employs a mixed-methods approach, combining a literature review, participant observation, semi-structured interviews, and artifact analysis, to evaluate a four-week PBL intervention involving senior English majors in undergraduates education. Key findings reveal three transformative outcomes. First, cultural authenticity was deepened as students engaged with embroidery’s symbolic motifs (e.g., pandas for harmony, lotus for purity) and collaborated with artisans, fostering an understanding of heritage as dynamic and adaptive. Second, linguistic proficiency advanced through creative discourse strategies, such as metaphor (“threaded harmony” for yin-yang balance) and multimodal storytelling (QR-linked artisan videos), enabling students to navigate untranslatable concepts. Third, collaborative learning cultivated interdisciplinary teamwork and intercultural negotiation skills, essential for global dialogue, as students co-created bilingual documentaries and exhibits. Challenges included balancing regional specificity with global accessibility and aligning PBL’s student-driven ethos with standardized assessments. The study concludes that PBL offers a replicable model for humanities-oriented language education, synergizing linguistic agility with cultural literacy. By transforming classrooms into spaces where students critically reinterpret heritage through projects like Sichuan embroidery, this approach aligns with China’s strategic goals of fostering cultural confidence and global communication. Practical implications include curriculum reforms that prioritize experiential, collaborative learning and institutional support for teacher training in interdisciplinary methods. This research underscores the urgency of reimagining English education to cultivate ambassadors capable of bridging China’s cultural narratives with universal themes like resilience and sustainability, ensuring resonant cross-cultural dialogue in an interconnected world.