EFL Learners' Perceptions and Practices of Integrating Patriotism into Bilingual Materials at UD-UFLS: A Project-Based Approach

Abstract

This study examines EFL learners’ perceptions and practices regarding the integration of patriotism into bilingual materials at University of Foreign Language Studies, the University of Danang (UD-UFLS). Grounded in Project-Based Learning (PBL) and Content and Language Integrated Learning (CLIL), the study features the implementation of a student-led project in which students designed and developed a digital platform, THE PATRIO, offering content-rich bilingual materials embedding themes of Vietnamese patriotism. A mixed-methods design was employed. Quantitative data were collected through two rounds of questionnaires administered to 451 and 429 students, respectively. Qualitative insights were gathered via a semi-structured interview with 25 students evaluating user experience and perceived effectiveness of the platform, and learner reflections on their experience in conducting the project. The findings reveal strong awareness of patriotic content and high demands for culturally integrated bilingual materials from the part of EFL learners, acknowledging limited availability of such resources. Students also expressed positive perceptions of THE PATRIO, noting improvements in both patriotic awareness and language competence, particularly in reading and vocabulary development. The study highlights the potential of promoting student-led, project-based digital platforms with culturally dense bilingual materials to bridge resource gaps and to enhance both language competence and national awareness in English language education.