Beliefs about learning and learning strategies of Chinese English for international business (EIB) students in project-based learning instruction

This study examined students’ beliefs and strategies in project-based learning among International Business students in China and the relationships among these measures and their contribution to academic performance. In-depth interviews with 25 second-year students focused on their project learning experience examining their epistemology and strategy use. Analysis of interview data identified different patterns for beliefs, collaboration, and strategy use. Significant correlations were found among beliefs and strategies as well as with learning outcomes.