INTRODUCTION 1.1 Rationale
Design of the study
This chapter reviews literature on traditional methods, the Communicative Language Teaching Approach, and Project-Based Learning It also highlights how Project-Based Learning enhances students' language skills within the classroom setting.
2.1 Major foreign language teaching methods
2.1.1 Need of change: historical overview
Traditional teaching methods initially focused on classical languages like Latin and Greek, emphasizing memory training and logical reasoning As modern languages gained prominence for accessing contemporary philosophical and intellectual literature, educators sought to elevate their status by adopting established methods from classical language instruction This led to the widespread use of the grammar-translation method, which became a hallmark of modern language teaching (Rivers 1970: 9-11).
The objectives of learning a foreign language have evolved significantly over the centuries, shifting from the comprehension of complex literature in fields like theology and philosophy to the ability to engage in everyday conversations This transition led to the development of various teaching methods in the 20th century aimed at enhancing students' speaking and communication skills (Rivers 1970: 33).
The evolution of teaching methods mirrors significant historical changes, as dominant perspectives eventually give way to dissenting voices proposing new theories This intrinsic human desire for change and improvement, while often seen as rebellious, is a crucial aspect of our history It drives us to learn from our mistakes and enriches our collective knowledge.
This method is probably the oldest one It is rooted in teaching classical languages and is still in use today The focus is on reading authentic texts Apart
LITERATURE REVIEW
Major foreign language teaching methods
2.1.1 Need of change: historical overview
Traditional teaching methods originally focused on classical languages like Latin and Greek, emphasizing memory training and logical reasoning As modern languages gained prominence for accessing contemporary philosophical and intellectual literature, educators sought to elevate their status by aligning their teaching methods with those of classical languages Consequently, the grammar-translation method, which was well-established in classical language instruction, was adopted for modern language teaching (Rivers 1970: 9-11).
Over the centuries, the goals of learning a foreign language have evolved significantly, shifting from a focus on comprehending complex literature in fields like theology and philosophy to prioritizing the ability to engage in everyday conversations This transformation led to the development of various teaching methods in the 20th century, emphasizing effective speaking and communication skills for students (Rivers 1970: 33).
The evolution of teaching methods is deeply influenced by historical changes, as dominant perspectives eventually give way to new theories that challenge the status quo This inherent human desire for change and improvement, though sometimes seen as rebellious, is a fundamental aspect of our history It drives us to learn from our mistakes and enriches our understanding, fostering continuous growth and development in education.
The traditional method of language teaching, rooted in classical education, emphasizes reading authentic texts while highlighting their literary and cultural significance However, this approach has notable drawbacks, including monotonous writing and translation exercises, as well as a lack of real-life context for language use Students often find themselves memorizing vocabulary and grammatical rules, taking on a passive role in the learning process, which neglects the development of speaking and listening skills Despite these limitations, the method successfully introduces students to the literature and culture of the target language (Rivers 1970: 14-18).
This method contrasts sharply with project work, as it undermines key principles such as creativity, collaboration, and the use of authentic language.
The Direct Method emerged as a response to the excessive reliance on the Grammar-Translation Method, with Charles Berlitz as its key proponent This approach prohibits translation and the use of the mother tongue, drawing inspiration from first language acquisition theories that emphasize learning through extensive listening Students are encouraged to connect foreign words directly to their real-world counterparts, while grammar is introduced through examples, allowing learners to deduce rules independently However, this method has faced criticism for its inability to equate second language acquisition with first language learning and for its lack of systematic practice, which can lead to confusion when students attempt to construct more complex sentences (Rivers 1970: 18-22).
The Audio-Lingual Method, created during World War II in the USA, addressed the urgent need for interpreters to communicate with allied forces This teaching approach focused on small classes, where students learned through listening to the teacher and engaging in simulated dialogues, emphasizing speaking and listening skills while largely neglecting reading and writing After the war, the method evolved and found application in secondary education, as noted by Rivers (1970: 32-54).
The Audio-Lingual Method was designed with practical applications in mind, aligning with the concept of project work where teachers prepare students to utilize language in real-life conversations This approach allows learners to practice and mimic scenarios they are likely to encounter in the near future.
The Silent Way method emerged as a response to the Audio-Lingual Method and gained popularity in the 1960s and 1970s Characterized by the teacher's silence during lessons, this approach emphasizes student autonomy in the learning process A key tool used in this method is the Cuisenaire rods, which are colorful, varying-length rods that serve as visual aids to represent concepts such as words, phonemes, and objects This approach places the responsibility for learning firmly in the hands of the students (Richards, Rogers 1991: 99-111).
This method emphasizes a clear shift in responsibility from the teacher to the student, highlighting the importance of independent learning management, which is a key characteristic of modern project work.
Total Physical Response (TPR), developed by James Asher in the 1960s and 70s, emphasizes listening and comprehension by integrating physical movement with language learning This method involves teachers giving imperatives that students immediately act upon, such as "sit down" or "open the window." TPR is particularly effective for beginners and young learners, as it highlights the link between memory and physical action Importantly, students are encouraged to refrain from using their mother tongue and are allowed to speak only when they feel ready (Richards, Rogers 1991: 87-99).
The integration of motoric activity in Total Physical Response (TPR) parallels project work, as both utilize a "learning by doing" approach (Hutchinson 1992: 11) In this context, the act of doing is emphasized as the main focus, with learning emerging as a natural outcome of the activity.
Charles Curran developed a language learning model emphasizing the importance of a stress-free environment for optimal student progress He noted that fear can hinder learners, so creating a supportive atmosphere is crucial In this model, students work in a circle, expressing their thoughts in their native language, which the teacher then translates into the target language for repetition The goal is to help students transition from reliance on the teacher's translations to independently constructing sentences without the need for translation.
Curran's perspective on utilizing the mother tongue and merely repeating the teacher's translation is quite unconventional, as he aims to empower students to express their opinions fully Limited language proficiency can hinder communication, leading students to feel discouraged and choose silence over partial or inaccurate expression This respect for student opinions and the commitment to fostering an environment where they can speak freely without fear of ridicule aligns closely with the ethical principles underpinning project-based learning methods.
Developed by Bulgarian psychologist Georgi Lozanov, the Suggestopedia method is rooted in research indicating that students utilize only a fraction of their mental potential due to fears and psychological barriers formed during their educational experiences To counteract this, Lozanov created a relaxed learning environment, incorporating dim lighting and Baroque music to enhance the process He encouraged students to embrace a playful attitude, believing this approach would facilitate better retention and understanding of information compared to traditional methods Both Suggestopedia and project-based learning highlight the importance of a stress-free atmosphere, as anxiety and fear significantly hinder effective learning and productivity.
Project-Based Learning
Project-based learning is defined in various ways, but all definitions emphasize collaborative problem-solving among students This approach culminates in the creation of tangible products, such as theses, reports, design plans, or models The process involves significant time investment and incorporates a diverse range of educational activities.
Project-based learning is an effective educational strategy that engages students in planning, implementing, and evaluating real-world projects, enhancing their learning experience beyond traditional classroom boundaries Defined by Moss and Van Duzer (1998), this instructional approach contextualizes learning by presenting students with relevant problems to solve or products to create, fostering critical thinking and practical application of knowledge.
Project-Based Learning (PBL) is an educational model that centers around engaging students in complex tasks and challenging questions This approach promotes design, problem-solving, decision-making, and investigative activities, allowing students to take ownership of their learning over extended periods Ultimately, PBL culminates in the creation of a product or presentation, fostering deeper understanding and skills development (Thomas, 2000).
Project-Based Learning (PBL) is a versatile teaching approach in language instruction that fosters the development of various skills through integrated, meaningful activities According to Beckett (2002), projects are typically long-term endeavors lasting several weeks, aimed at promoting the simultaneous acquisition of language, content, and skills A key objective of PBL is to achieve comprehensible output, which manifests both during the project and in its final deliverable.
The variety of definitions has provided the features of PBL Thomas,2002 proposes the five criteria of project-based learning: centrality, driving question, constructive investigations, autonomy, and realism
1 PBL projects are central, not peripheral to the curriculum
2 PBL projects are focused on questions or problems that "drive" students to encounter (and struggle with) the central concepts and principles of a discipline
3 Projects involve students in a constructive investigation
4 Projects are student-driven to some significant degree
5 Projects are realistic, not school-like With its distinctive features, PBL has drawn a lot of attention and support from educators, teachers and learners
This study defines Project-Based Learning (PBL) as an immersive educational approach that focuses on real-world problems and challenges It emphasizes collaborative teamwork and meaningful activities, culminating in a tangible end product that enhances student engagement and learning.
Experience to support real world projects is an opportunity to share resources, ideas and expertise through the whole process in the classroom:
• hands-on activities and the use of authentic resources and technologies
• A collaborative learning environment rather than a competitive one
• The use of a variety of skills such as social skills and management skills
• The use of effort in connecting ideas and acquiring new skills during different stages of projects
Creating impactful artifacts allows for sharing with peers, educators, and experts during public presentations and assessments, highlighting both the developmental process from inception to completion and the final project itself.
As cited in Simpson (2011) the characteristics of PBL are consistent among educators who studied and applied this teaching method Features of PBL include:
(a) Complex explorations over a period of time
(b) A student-centered learning activity whereby students plan, complete and present the task
(c) Challenging questions, problems or topics of student interest which become the center of the project and the learning process
(d) the de-emphasis of teacher-directed activities
Frequent feedback from peers and facilitators is essential in Project-Based Learning (PBL), which embodies key characteristics of authentic learning Understanding how authentic learning enhances the PBL environment is crucial for maximizing its effectiveness.
Authentic learning immerses students in real-world tasks, enhancing the relevance and meaning of their education by linking prior knowledge to current studies According to Herrington (2006), such environments engage students in motivating and challenging activities that foster collaboration and support Students assume real-life roles that mirror those outside the classroom, promoting teamwork, negotiation, and problem-solving skills (Woo et al., 2007) In this context, teachers serve as facilitators, providing essential support and guidance to help students achieve their learning objectives.
Authentic activities are a key element of Project-Based Learning (PBL), enabling students to connect with real-world situations while working on their projects (Markham et al., 2003) Through PBL, students engage in genuine practices, such as communicating with individuals beyond the classroom and applying problem-solving, teamwork, and critical thinking skills This approach encourages learners to seek information from diverse resources beyond textbooks, including the Internet, local communities, advertising materials, and real-world conversations.
Authentic tasks integrated into Project-Based Learning (PBL) effectively connect with real-world contexts, encouraging students to engage in meaningful communication By tackling challenging topics, students can apply knowledge from previous and current classes to share ideas in practical ways Opportunities to access valuable resources and interact with individuals beyond the classroom further enhance their learning experience After navigating a comprehensive learning process, students should be able to create authentic products that align with their ultimate goals.
Project-Based Learning (PBL) offers numerous advantages in second and foreign language contexts According to Fried-Booth (2010), the journey to completing project work allows students to build confidence and independence, leading to heightened self-esteem and a more positive attitude towards learning Skehan (1998) emphasizes that this process fosters student autonomy, particularly when they are involved in project planning, such as selecting their topics As a result, PBL encourages students to take greater responsibility for their own learning, promoting autonomous learning.
According to Levine (2004), students can enhance their language skills through purposeful communication in authentic activities that hold real-world relevance These activities allow learners to engage in meaningful tasks that require genuine language use, fostering a natural context for language application Furthermore, such authentic experiences encourage students to explore tasks from various perspectives, promoting collaboration, reflection, and the acceptance of diverse solutions As highlighted by Stoller (2006), Project-Based Learning (PBL) facilitates the seamless integration of all four language skills: reading, writing, listening, and speaking.
Project-based learning (PBL) significantly enhances student motivation, engagement, and enjoyment by aligning projects with their specific interests and real-world contexts (Lee, 2002) Authentic tasks in PBL make learning more meaningful, fostering greater interest and participation Students are fully engaged in the learning process, as the language used in the classroom evolves with the project's nature rather than following a predetermined script Additionally, PBL connects students with real professions through authentic methods, practices, and audiences, while also facilitating connections with the outside world via the Internet and collaboration with community members Ultimately, PBL enriches learners' experiences by encouraging them to interact with individuals beyond their usual social circles.
In addition, PBL can develop many helpful skills for the students ( Coleman
Project-Based Learning (PBL) enhances students' social and cooperative skills, fostering group cohesiveness and reinforcing relationships among team members By promoting collaboration among learners, teachers, and community members, PBL provides opportunities to develop essential skills such as peer reliance and constructive feedback Engaging in group tasks, particularly in foreign language training, encourages knowledge exchange and increases student participation Additionally, PBL cultivates problem-solving and higher-order critical thinking skills, which are transferable to real-world settings As students work in groups, they enhance their decision-making abilities and leadership qualities, making important choices throughout the project These real-world connections not only address relevant issues but also equip students with skills sought by employers, including teamwork, effective communication, initiative, and problem-solving capabilities.
Given sufficient time to complete the PBL project, learners would be given enough time to plan, revise and reflect on their learning These activities lead to meaningful learning
Reflective learning enhances students' understanding of their achievements and fosters awareness of their limitations, paving the way for overcoming weaknesses Project-Based Learning (PBL) serves as an innovative assessment method that encourages continuous self-evaluation among learners This approach views assessment as a dynamic and frequent process, integrating teacher, peer, and self-assessment, along with reflection By allowing adequate time for planning, revising, and reflecting on their projects, learners engage in meaningful learning experiences that solidify their understanding and growth.
In general As an approach, it has demonstrated its effectiveness and efficiency in many ways From an educational point of view, Project-Based learning:
• Is learner centered and intrinsically motivating
• Encourages collaboration and cooperative learning
• Requires students to produce a product, presentation, or performance
• Allows students to make continuous improvement
• Is interdisciplinary and can be used in different subject areas
• Is long-term (can cover more than a couple of class days)
• Has an impact on life skills like self-management, group process, time management, organizational and problem-solving skills
• Makes use of the technological tools
• Helps students develop confidence and self-direction
• focuses on concrete, hands-on experiences and learning by doing
• allows students to investigate real- world issues and practices
• is a useful way to integrate the four skills in Language learning
• meets the needs of learners with varying skill levels and learning styles
• helps learners to make choices or decisions
• Is challenging; focusing on higher-order skills
2.2.4.1 Challenges for students undertaking PBL