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Project-aided language learning: gains, problems, solutions
Abstract
Kemaloglu, E. (2008). Project-aided language learning:
gains, problems, solutions. In E. Kınsız, A. Ince & K. Demir (Eds.), Proceedings of the 1st Conference on the Issues & Problems of Foreign Language Education Departments (pp. 205- 219). Mugla: Mugla University.
... Gras-Velázquez (2020) indicates PBL is not a replacement for other teaching methods, it rather acts as a complementary tool that can be used with almost all levels, ages and abilities of students. Thus, it is possible to integrate PBL into the mainstream English curricula by students' administering it extensively outside the classroom and presenting the end product and receiving feedback in the school setting since this synthesis would make it possible to harmonize inclass learning with personalized learning outside the classroom (Kemaloglu, 2008). ...
Project-based learning (PBL) involves real-life-based use of investigative, interactive and creative tasks that extend beyond the classroom and culminate in authentic products. PBL can be used as a means to promote tertiary-level EFL learning, yet there is little research on the issue in Turkish higher education contexts. This study develops a PBL model with research, translation, creativity and interaction components for tertiary-level EFL preparatory class students and investigates its perceived effectiveness. The data were collected by questionnaires and interviews and analyzed through statistical and thematic analyses. The findings showed that there were significant differences in the students' perceived competence in oral presentation skills, speaking fluency, speaking confidence, creativity in writing, creativity in visual or audiovisual output production, and time management before and after the treatment. Besides, thanks to PBL, the students were stated to experience research writing and translation. However, the PBL process was also found to be challenging due to the heavy workload. It is suggested the model be used in all kinds of EFL contexts including tertiary-level classes.
... Gras-Velázquez (2020) indicates PBL is not a replacement for other teaching methods, it rather acts as a complementary tool that can be used with almost all levels, ages and abilities of students. Thus, it is possible to integrate PBL into the mainstream English curricula by students' administering it extensively outside the classroom and presenting the end product and receiving feedback in the school setting since this synthesis would make it possible to harmonize inclass learning with personalized learning outside the classroom (Kemaloglu, 2008). ...
Proje tabanlı öğrenme, sınıf dışına uzanan ve özgün ürünlerle sonuçlandırılan araştırma içerikli, iletişimsel ve yaratıcı görevlerin gerçek hayat temelli olarak kullanımını içerir. Proje tabanlı öğrenme yükseköğrenim düzeyinde yabancı dil olarak İngilizce öğrenimini ilerletecek bir araç olarak kullanılabilir ancak bu konuda Türk yükseköğrenim bağlamlarında az sayıda araştırma vardır. Bu çalışma yükseköğrenim düzeyinde yabancı dil olarak İngilizce öğrenen hazırlık öğrencileri için araştırma, çeviri, yaratıcılık ve etkileşim ögelerini içeren bir proje tabanlı öğrenme modeli geliştirmekte ve modelin algılanan etkinliğini araştırmaktadır. Veriler anketler ve mülakatlar aracılığıyla toplanmış ve istatiksel ve tematik analizler yoluyla analiz edilmiştir. Sonuçlar uygulama öncesi ve sonrasında öğrencilerin sözlü sunum becerileri, konuşma akıcılığı, konuşma özgüveni, yazımda yaratıcılık, görsel ya da görsel-işitsel ürün üretmedeki yaratıcılık ve zaman yönetimine ilişkin algılanan yeterliliklerinde önemli farklar olduğunu ortaya koymuştur. Ayrıca, öğrencilerin araştırma yazımı ve çeviriyi proje tabanlı öğrenme sayesinde deneyimlediği belirtilmiştir. Ancak proje tabanlı öğrenme süreci ağır iş yükü nedeniyle zorlayıcı da bulunmuştur. Modelin yükseköğrenim düzeyindeki sınıflar dahil, yabancı dil olarak İngilizce öğretilen her çeşit bağlamda kullanılması tavsiye edilmiştir.
This study combines two areas of study, namely project-based learning in English language pre-service teacher education and English as a Lingua Franca (ELF) awareness. Project-based learning involves creating meaningful, real-life based outputs by engaging in research, critical and creative thinking, and interaction with the actual stakeholders. ELF-awareness in our context refers to being conscious of the meaning of ELF and how it can be incorporated into language learning environments. In its simplest form, ELF can be defined as the discourse produced by non-native speakers of English, typically characterized with possible deviations from the linguistic, pragmatic and cultural norms of Standard English. Also ELF can be taken as a paradigm which acknowledges the non-native speaker use and users of English in their own right rather than assess them on the basis of a native speaker benchmark. In this study, the pre-service teachers were exposed to a project-based and ELF-aware teacher education program and researched and defined ELF in their own terms, devised ELF-related lesson projects for English classes, shared them with their supervisors and colleagues, applied them in the form of peer teaching and practicum and critically reflected on the process. This chapter focuses on how this project-based ELF-aware teacher education model was applied, how the teachers integrated ELF into English lessons and what they thought about their ELF-aware projects and the project-based program. The data were collected by classroom observations and interviews with the teachers and analyzed thematically. Highlighting different aspects of non-native speaker reality and multicultural diversity, the sample lessons are expected to contribute to the limited literature of ELF pedagogy with creative and humanistic touches. The study has also revealed the fact that the Standard English bound attitudes and expectations of some schools and parents put great pressure on pre-service teachers willing to emphasize the multilingual and multicultural diversity in their practicum classes. Yet, this challenge has paved the way for innovative practices of ELF pedagogy, applied mostly in implicit ways. At the end of this multifaceted educational process, a great majority of participants were found to be satisfied with this project-based model aiming to raise ELF-awareness through hands-on practice comprising discovery, creativity, interaction and multilingual and multicultural diversity.
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Please cite as :
Kemaloglu-Er, E. & Bayyurt, Y. (2019). Project-based & ELF-aware pre-service teacher education in Turkey: Sample cases of discovery, creativity, interaction and multilingual and multicultural diversity. In A. Gras-Velazquez (Ed.), Project-based learning in second language acquisition: Building communities of practice in higher education (pp. 82-97). New York: Routledge.
This study combines two areas of study, namely project-based learning in English language pre-service teacher education and English as a Lingua Franca (ELF) awareness. Project-based learning involves creating meaningful, real-life based outputs by engaging in research, critical and creative thinking, and interaction with the actual stakeholders. ELF-awareness in our context refers to being conscious of the meaning of ELF and how it can be incorporated into language learning environments. In its simplest form, ELF can be defined as the discourse produced by non-native speakers of English, typically characterized with possible deviations from the linguistic, pragmatic and cultural norms of Standard English. Also ELF can be taken as a paradigm which acknowledges the non-native speaker use and users of English in their own right rather than assess them on the basis of a native speaker benchmark. In this study, the pre-service teachers were exposed to a project-based and ELF-aware teacher education program and researched and defined ELF in their own terms, devised ELF-related lesson projects for English classes, shared them with their supervisors and colleagues, applied them in the form of peer teaching and practicum and critically reflected on the process. This chapter focuses on how this project-based ELF-aware teacher education model was applied, how the teachers integrated ELF into English lessons and what they thought about their ELF-aware projects and the project-based program. The data were collected by classroom observations and interviews with the teachers and analyzed thematically. Highlighting different aspects of non-native speaker reality and multicultural diversity, the sample lessons are expected to contribute to the limited literature of ELF pedagogy with creative and humanistic touches. The study has also revealed the fact that the Standard English bound attitudes and expectations of some schools and parents put great pressure on pre-service teachers willing to emphasize the multilingual and multicultural diversity in their practicum classes. Yet, this challenge has paved the way for innovative practices of ELF pedagogy, applied mostly in implicit ways. At the end of this multifaceted educational process, a great majority of participants were found to be satisfied with this project-based model aiming to raise ELF-awareness through hands-on practice comprising discovery, creativity, interaction and multilingual and multicultural diversity.
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