Skip to toolbar Login using your HCT credentials to add comments, share articles, and more!
Home
.
iPads
.
Project-Based Learning in Language Classrooms
IMG_6068

Project-Based Learning in Language Classrooms



January 9, 2015

At HCT, we push and encourage our students to learn by doing, rather than passively filling their heads with bits and pieces of information. To do that in language classrooms, we often introduce and integrate project-based tasks to get students actively involved in the language learning process. As we try to make these projects more technology-friendly, we always need to measure how effective these projects are, and how far we can go with them to increase students engagement and active learning.

As part of an interesting MOOC (link), I came across an article about projects in language classrooms. Alan and Stoller (2005) present an interesting and though-provoking examination of project-based work in language classrooms.

 

What is Project-Based Learning?

 

Possible Problems

In their discussion, Alan and Stoller outline a few problems with project based tasks in language classrooms:

1. designing non-elaborate tasks and having friends form groups -> students complete the task without any learning happening and spend their time socializing

2. designing projects in a way that guides students to focusing on the visual aspect of a project rather than content and language learning

3. controlling students and limiting their “ability to grow from their projects” -> inflexible instructions without any room for deviation and/or creativity.

 

 

Effective Language Learning Projects

Authors also explain that an effective project-based learning experience happens when students take control over their own projects and teachers “relax their control” and limit their authority to guiding and providing feedback as needed.

 

“Projects that are structured to maximize language, content, and real-life skill learning require a combination of teacher guidance, teacher feedback, student engagement, and elaborated tasks with some degree of challenge.”

 

Alan and Stoller also outline four features that can help in creating a successful project-based learning; these projects need to:

  • focus on real-world subject matter that can sustain the interest of students
  • require student collaboration and, at the same time, some degree of student autonomy and independence
  • can accommodate a purposeful and explicit focus on form and other aspects of language
  • be process and product oriented, with an emphasis on integrated skills and end-of- project reflection.

 

A Ten-Step Process?

They also share a ten-step process that can facilitate in creating an effective project. These steps are:

 

  1. Students and instructor agree on a theme for the project
  2. Students and instructor determine the final outcome of the project.
  3. Students and instructor structure the project
  4. Instructor prepares students for the demands of information gathering
  5. Students gather information
  6. Instructor prepares students to compile and analyze data
  7. Students compile and analyze information
  8. Instructor prepares students for the language demands of the final activity
  9. Students present the final product
  10. Students evaluate the project

 

As you might have noticed, these steps allow students to be actively involved in the project from the planning stage, which might encourage students to be actively involved in these projects. Keeping this in mind, it could be helpful if, in our level-based projects, we can allow for some freedom for different sections to have a say in some aspects of their projects like: method of delivery, areas to cover, etc.

 

It is also interesting how these steps gradually introduce language learning in the form of in-class activities to reinforce needed skills and structures that students will have noticed the need for as they are completing their project.

 

More?

The article goes on to discuss possible variations of projects in language classrooms, and presents a case study from a language bridge program in Turkey. They analyze how the discussed project went through each one of the steps mentioned earlier. They also share a few useful appendices to assist in conducting successful project-based tasks in language classrooms.

To read more, please visit this link to download the article: Maximizing the benefits of project work in foreign language classrooms.

To explore other project-based learning resources, these are few helpful links:

January 9, 2015
iPads, Teaching & Learning
, , ,

Sebah Al-Ali

An ESL lecturer whose experience in programming and web development has made her passionate about integrating technology in her classes. She’s mainly interested in how technology can be efficiently utilized to facilitate active learning, develop interactive curriculum, and train teachers.
swc

Sebah Al-Ali also wrote