The Effects of Project-Based Learning in the Intermediate World Language Classroom (original) (raw)
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Revista Tempos e Espaços em Educação, 2021
The article covers the problem of project-based learning (PBL) in present-day foreign language classes. The main aim of this research is to identify how PBL method can be implemented in teaching a foreign language (for example, English as a second language) in a modern comprehensive school and to give recommendations on organizing a foreign language class with the help of PBL. The working hypothesis of the study says that PBL method can be a relevant and effective methodological technique allowing educators to improve the quality of school education and motivating young learners to work hard at L2 classes and study a foreign language better. For the effective analysis and estimation of project-based learning in teaching ESL a two-step experiment was conducted. Overall, the results of the study demonstrated the importance of introduction of project-based learning in foreign language classes as an essential component of the teacher’s work in the present-day education. They also proved...
Global Perspectives on Project-Based Language Learning, Teaching, and Assessment
2019
Project-based learning (PBL) provides authentic content and language learning in the second language classroom. Technology-infused PBL also creates opportunities for real-life application of the language and technology skills acquired. However, since PBL is often envisioned as group work, classes with small enrolments (fewer than 6 students) pose a challenge. In addition, the unfamiliarity of students and instructors with the characteristics of PBL can lead to struggles around autonomy, motivation, and flexibility. In this chapter, we examine one PBL course for advanced students of German at the post-secondary level through the lens of Stoller's 10 characteristics of a PBL course. Since Stoller's characteristics are drawn from PBL studies of large classes where students worked in groups, our study examines whether those characteristics still apply in smaller classes where students worked on individual projects. Through this action research into our own practice, we demonstrate whether the 10 characteristics can be applied to small classes and identify the challenges of PBL that arose in this context: student autonomy, role redefinitions, and instructor reflective practice. We envision how future research might address some of these challenges, examining ways to foster student autonomy through an understanding of role redefinitions in PBL courses and ways to strengthen reflective practice among post-secondary instructors.
The Effectiveness of Project –Based Learning in the Acquisition of English as a Foreign Language
SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference, 2015
In the last years the project – based learning has become a popular teaching method in Latvia. Project work is a student-centred teaching approach; it motivates students to use language in real life situations and involves a great number of students’ feelings, talents, skills and knowledge in the education process. It is a way to express students’ own decisions, experience, almost dreams. This approach can be used for both: small kids (beginners’ level) and for adolescents (upper-intermediate level).The goal of this research is to analyse the effectiveness of project –based learning in the acquisition of English as a foreign language This investigation is based upon Legutke, Thomas, Fried-Booth, Haines, researches.
2019
As a productive skill, speaking plays important role in expressing and negotiating ideas. This research is aimed to know the improvement of students’ speaking ability towards utilizing Project Based Learning (PBL) Strategy. The Classroom Action Research was used, and it was procedurally consisted of four main steps. The data were collected through observation checklist and oral test. The criterion was set out in order to see the improvement of students’ speaking ability through the application of Project Based Learning Strategy. Thus, the criterion of success in this research was 75% of 25 students (19 students) should at good level (FSI Weighing system). Moreover, 75% of students also should be active involved themselves in teaching-learning process and during doing the project. There were two cycles in this research, and the process of research was stopped in cycle 2 because the students achieved the criteria of success. The results of the research showed that Project Based Le...
The Benefits of Project-based Language Learning: A Case Study in a Malaysian Secondary School
JOURNAL OF SOCIAL SCIENCE RESEARCH
Project -based learning (PBL) is a student-centered teaching approach that organizes learning around projects. It increases students’ motivation to learn and prepares them for the 21st century classroom demands through developing real-world experience. The purpose of this study is to explore the benefits of project-based learning on students’ in a Malaysian secondary school. This is a qualitative case study. The sample consists of 3 teachers’ from a secondary school in Malaysia. Semi-structured interviews were conducted with the participants. The collected data were coded and analyzed using thematic analysis. The study revealed that the participants perceived PBL as a beneficial teaching approach that has the potential to increase student-teachers’ engagement and help them understand more deeply the subject content through self-learning and learning by doing. The advantages of using PBL discussed by the participants were improved lecturer-student and student-lecturer relationships, ...
Incorporating Project-Based Learning (PBL) Into a University Speaking Classroom: Why and How?
JURNAL BASIS, 2015
Learning a language means learning thelanguage knowledge (vocabulary and grammar) and the language skills (reading, listening, speaking and writing). Of all the four skills, speaking skill is considered to be the most favourite and challenging one.It contains a complex process of constructing meaning and requires the language learners to produce linguistically and pragmatically correct utterances. To achieve such goals, a teacher who teaches speaking skills especially at a university level classroom should use a meaningful, appropriate and a challenging teaching method or technique. One of the methods that attract many language teachers' interests currently is project-based learning. Project-based learning is a teaching method in which the students gains knowledge and skills byworking for an extended period of time to investigate and respond to a complex question, problem, or challenge. It empowers learners to pursue content knowledge on their own and demonstrate their new understandings through a variety of presentation modes. In this paper, the writer will discuss about speaking skill, teaching speaking skill, project-based learning definitions, characteristics and its steps, the reasons why English teachers especially at universities should incorporate project-based learning into a speaking classroom and an example on how to incorporate the project-based learning into a university speaking classroom.
Project-based Language Learning: an Activity Theory Analysis
This paper reports on an investigation of project-based language learning (PBLL) in a university language programme. Learner reflections of project work were analysed through Activity Theory, where tool-mediated activity is understood as the central unit of analysis for human interaction. Data were categorised according to the components of human activity: the subject (or actor), the object (or motive of the activity), the psychological and physical tools used to fulfil the activity, as well as the division of labour, the rules governing the activity, and the community in which the activity takes place. Language learning projects were interpreted as the outcomes that would theoretically align with the object of activity, which was different for each learner. For some subjects, the projects were seen as an effective way to reach the object of the activity, or their true motive. For others, the outcomes did not align with the object of their activity, resulting in negative experiences. Whilst evaluations of PBLL were mostly positive, the analysis revealed contradictions in the activity system, including inequitable divisions of labour, perceived lack of time due to community obligations, or opposition to the rules (e.g. target language use) governing the activity in the modules.
LingTera
Project based learning (PBL) is an instructional approach that focuses on student centre learning, learning process, and students’ autonomy. This study was conducted at International Class Program in one of universities in Salatiga. Furthermore, this study explained the teaching strategies by using project based learning in English drama class. The researcher used a case study as the design and collected the data by using interview and observation. The participants of this study were an English drama lecturer and 20 students of International Class Program (ICP). The findings indicate that ICP students dominated the class especially to improve their speaking skill and the lecturer provided new learning atmosphere in teaching English by giving some activities which contains communication, critical thinking, collaboration, and creativity or 4Cs skills.