CC BY
6УДК 37
Zhantas A.E.
Master's student in the Faculty of Education and Humanities
SDU University (Kaskelen, Kazakhstan)
SECONDARY SCHOOL EFL STUDENTS' PERSPECTIVES ON PROJECT-BASED LEARNING (PBL) IN ENGLISH LANGUAGE ACQUISITION
Аннотация: in today's interconnected and rapidly evolving world, acquiring 21st-century skills such as critical thinking, communication, collaboration, and self-regulation has become essential. These skills are especially important for English as a Foreign Language (EFL) learners, who navigate complex linguistic and intercultural contexts. Project-Based Learning (PBL) has emerged as an effective pedagogical approach in EFL education, offering a student-centered environment that promotes active learning, critical thinking, and teamwork. By engaging students in meaningful, real-world projects, PBL supports both language proficiency and essential life skills (Ba§ & Beyhan, 2017, Beckett & Slater, 2018).
Ключевые слова: education, school, EFL.
This study investigates secondary school EFL students' attitudes toward PBL, focusing on its perceived effectiveness in improving core language skills (reading, writing, listening, and speaking), fostering 21st-century competencies, and enhancing engagement and motivation. By addressing these areas, the research aims to shed light on the benefits and challenges of PBL in EFL classrooms and contribute to discussions on innovative teaching methods in language education.This investigation will explore the following research questions:
1. What are EFL students' overall attitudes toward the use of Project-Based Learning (PBL) in English language classes?
2. How effective is Project-Based Learning in enhancing EFL learners' core language skills (reading, writing, listening, and speaking), as well as their 21st-century skills such as critical thinking, creativity, engagement, and motivation?
3. How do EFL students perceive the overall effectiveness of Project-Based Learning (PBL) in relation to their collaborative skills?
These questions aim to uncover not only students' attitudes but also their reflections on the effectiveness of PBL in enhancing both language proficiency and personal development. By exploring these aspects, the study will contribute to the broader discourse on PBL's potential in the field of EFL education.
Research Problem Statement.
The integration of Project-Based Learning (PBL) in English as a Foreign Language (EFL) classrooms has garnered significant interest as a promising method for enhancing language skills and promoting 21st-century competencies such as critical thinking, creativity, and collaboration. Despite the growing body of research highlighting PBL's potential, there remains a need for more in-depth studies exploring EFL students' attitudes toward its implementation, especially in secondary school settings. While existing literature provides insights into PBL's effectiveness in fostering language proficiency and student engagement, few studies have specifically focused on secondary EFL learners' perceptions of its impact, particularly with respect to the development of core language skills (reading, writing, listening, speaking) and collaboration. Furthermore, while numerous studies emphasize the positive influence of PBL on motivation and engagement, gaps remain in understanding how these emotional and behavioral benefits translate into long-term improvements in language proficiency. Therefore, this study aims to investigate the attitudes of secondary EFL students toward PBL, evaluate its effectiveness in enhancing their language skills, and explore its role in fostering collaborative skills and 21st-century competencies.
Significance of the Study.
This study is significant as it aims to provide valuable insights into the effectiveness and student perceptions of Project-Based Learning (PBL) in English as
a Foreign Language (EFL) classrooms, focusing on its impact on language proficiency and the development of 21st-century skills. By investigating students' attitudes toward PBL, this research will fill a critical gap in existing literature, particularly in secondary school contexts, and enhance understanding of how PBL influences core language skills (reading, writing, listening, speaking) and competencies like critical thinking, creativity, and collaboration. The findings will offer practical insights for educators on how to effectively integrate PBL into their teaching, improve student engagement, and foster collaborative skills. Additionally, the study will inform curriculum development by highlighting how PBL can be aligned with academic standards and real-world competencies. For policymakers, the results may advocate for the inclusion of PBL in national curricula and emphasize the importance of teacher training programs. Ultimately, this research will contribute to the long-term improvement of EFL education, providing a sustainable approach to enhancing both language proficiency and essential life skills, preparing students for success in academic and professional contexts.
Literature review.
The Positive Influence of Project-Based Learning on EFL Learners' Attitudes and Engagement.
In the process of researching any topic, a crucial step is to analyze attitudes, as identifying whether perceptions are positive or negative facilitates a deeper understanding of the underlying sentiment. Therefore, previous studies on topic EFL learners' attitudes toward Project-Based Learning (PBL) are crucial, as they directly influence motivation, engagement, and overall language development. Positive attitudes toward PBL can lead to increased autonomy, enhanced language skills, and a more immersive learning experience, making it an effective approach for fostering both cognitive and communicative competencies in language learners.
A central theme in the literature is the positive shift in learners' attitudes toward English learning when PBL is implemented. Canh (2017) highlighted that Vietnamese EFL learners responded favorably to the creative and participatory nature of project-based activities. This was particularly evident in speaking classes, where
learners appreciated the hands-on, collaborative tasks that enabled them to engage actively with the language. A notable finding was the students' interest in using information technology tools for their projects, such as video editing software like Camtasia and Filmmaking Viva. This reflects a growing interest and competence in utilizing digital tools, even though these were not part of the formal curriculum. This interest in technology reflects a broader trend in EFL classrooms, where digital literacy and the use of multimedia are becoming increasingly important for engaging students and enhancing learning experiences. As Yaman (2014) noted, PBL offers opportunities to integrate technology in ways that are meaningful and relevant to students, further motivating them to engage with both the language and the content.
Moreover, Petersen (2008) found that both teachers and students expressed strong support for PBL, viewing it as a refreshing departure from traditional, lecture-based teaching. In line with these findings, Duman and Yavuz (2018) observed that students in the experimental group, who were taught using PBL, showed increased motivation and engagement in English classes compared to those taught using traditional methods. This increased engagement was attributed to the interactive and hands-on nature of PBL activities, which allowed students to collaborate and solve problems together.
Similarly, Belmekki and Baghzou (2022) found that using a cooperative learning model (Group Investigation) for English school projects led to increased language use and improved project performance, particularly in oral presentations.
The Role of PBL in Advancing EFL Learners' Language Skills.
Studies in the field of EFL education have shown that PBL is a powerful tool for advancing core language competencies. Research by Chu et al. (2011), for example, investigated the effect of collaborative inquiry-based PBL on reading abilities and interest in reading among students. Their findings indicate that students engaged in PBL not only improved their reading comprehension but also exhibited heightened interest in reading. This increased engagement is attributed to the collaborative and inquiry-driven nature of PBL, which fosters a sense of ownership
and curiosity, thus motivating students to delve deeper into reading activities and enhancing their overall literacy.
Additionally, Aghayani and Hajmohammadi (2019) explored the impact of PBL on EFL learners' writing skills, revealing that PBL significantly enhances writing proficiency. The study shows that PBL provides learners with practical opportunities to engage in authentic writing tasks, promoting better organization, coherence, and language use in their writing. By simulating real-world writing situations, PBL enables learners to practice and refine their writing skills in meaningful contexts, contributing to improved writing outcomes.
Further expanding on PBL's benefits for language proficiency, PBL has been shown to effectively enhance various language competencies. Alotaibi (2020) investigated the impact of PBL on persuasive writing skills among Saudi EFL secondary students. The study revealed that students engaged in PBL exhibited significant improvements in their persuasive writing abilities compared to those taught through traditional methods. This suggests that PBL provides a conducive environment for developing advanced writing skills.
Project-Based Learning (PBL) has been shown to significantly improve students' academic grades by fostering deeper engagement with the subject matter and encouraging active, hands-on learning. By working on real-world projects, students are able to apply their knowledge in meaningful contexts, which enhances retention and mastery of the material. This approach not only boosts understanding but also encourages critical thinking and problem-solving skills, which contribute to higher academic performance across various subjects. For example, Essien's study (2018) Thai students demonstrated significant improvements in their English language skills, including speaking, listening, reading, and writing in their English post-test scores. Essien's study also highlighted students' positive attitudes towards PBL due to its emphasis on communicative skills and critical thinking, which are often less emphasized in traditional methods. This preference for PBL among students suggested that they value active, collaborative learning that builds practical language skills.
Ba§ and Beyhan (2017) explored that multiple intelligences-supported PBL significantly improves EFL learners' achievement levels and attitudes. Their research highlighted that PBL, when tailored to address multiple intelligences, leads to significant improvement in students' performance in English as well as their attitudes towards language learning. The study suggested that the interactive and personalized nature of PBL can foster a more positive learning experience, ultimately leading to higher achievement and sustained motivation in language learning.
The key role in successful implementation of PBL plays teachers' guidance in the PBL classrooms. Therefore, Quoc and Phan (2020) underscored the importance of teacher training, as teacher expertise can significantly impact student engagement and project outcomes. They note that without adequate training, teachers may struggle to facilitate effective PBL, impacting students' overall engagement and learning achievements. Also, Kaushik (2020) highlighted that these benefits such as high student engagement and learning achievements can only be fully realized when teachers carefully guide students, balancing students' contributions with structured support. These findings underscore the multifaceted benefits of PBL, especially when implemented thoughtfully by skilled educators.Moreover, Kaushik (2020) supported the finding that PBL supports student autonomy that can be demonstrated by studentled projects and collaborative efforts, as PBL facilitates that. It can empower learners to take charge of their education.
The affective outcomes associated with PBL are equally notable. PBL was also found to boost students' confidence and reduce anxiety, especially in speaking and reading tasks. In the context of Vietnamese secondary schools, An (2023) found that PBL positively impacted students' emotional experiences by increasing their confidence and reducing their anxiety, particularly in English reading. Students in Susanti et al. (2020) also reported feeling more confident and enthusiastic about learning English, which was attributed to the engaging, problem-solving nature of PBL activities.
Following educational reforms aimed at internationalization, PBL has been integrated into foreign language teaching frameworks, aligning with national goals to
develop communicative and intercultural competence among students (Baygudanova, 2024).
Discussion and Interpretation of Findings.
The findings of the studies on Project-Based Learning (PBL) in English as a Foreign Language (EFL) education highlight its transformative potential in enhancing learners' engagement, attitudes, and language skills. While the overall trend points to positive outcomes such as increased motivation, autonomy, and improved cognitive and communicative skills, contradictions and limitations are evident. For instance, while many studies emphasize the effectiveness of PBL in fostering collaboration and critical thinking (e.g., Canh, 2017, Petersen, 2008), some studies, such as those by Petersen (2008) and Intykbekov (2017), point to challenges in group dynamics, such as unequal participation and interpersonal conflicts, which can detract from the learning experience. Additionally, while numerous studies underscore the positive emotional outcomes of PBL, such as reduced anxiety and increased confidence (e.g., An, 2023, Susanti et al., 2020), the question of how these emotional benefits translate into long-term language proficiency remains underexplored, particularly in rural or resource-limited contexts. The studies also reveal a gap between short-term successes and long-term impacts on linguistic competence, suggesting that while PBL is effective for immediate language development, its sustained impact on students' language proficiency and intercultural competence needs further investigation. Moreover, despite the overwhelming endorsement of PBL's benefits, the difficulty in standardizing assessments and the dependency on teacher expertise (e.g., Kaushik, 2020, Quoc & Phan, 2020) point to a structural challenge: without proper teacher training and support, the full potential of PBL may not be realized. Thus, while the positive effects of PBL are clear, the inconsistencies in implementation, teacher readiness, and assessment practices complicate its universal applicability across diverse educational contexts.
СПИСОК ЛИТЕРАТУРЫ:
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