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THE AFFECT OF PROJECT-BASED ACTIVITIES ON EFL LEARNERS’ SPEAKING SKILLS

Year 2021, Volume: 50 Issue: 230, 1059 - 1073, 04.05.2021
https://doi.org/10.37669/milliegitim.700145

Abstract

Mainly, the criteria among people for someone whether s/he knows a language or not is his adequacy to speak that language. A huge percentage of students attend second-language courses because they want to learn how to speak the language. However, unfortunately, a majority of them cannot or will not be able to do it at the end. The matter for those students is that they may be prosperous in linguistic activities carried out in the classroom, but once outside, they cannot use what they have learnt. Therefore, what can be done to achieve real life communication in a language class room? The purpose of our study was to find out how far Project-based activities affected the speaking skills of the Preparatory Class intermediate level students in the Department Of English Language Teaching at Necmettin Erbakan University. Semi-Structured Interview and Focus Group Discussion was carried out for the 14 participants who attended the classes for one academic term. As the study was Qualitative, Content Analysis was used to analyze the data. The results showed that Project-based activities contributed a lot to the participants’ level of spoken fluency and hindered their anxiety to some extent.

References

  • Benson, P. (2011). What’s new in autonomy? The Language Teacher, 35(4), 15-18. 2016.
  • Bereiter, C. & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.
  • Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26 (3 & 4), 369-398.
  • Brumfit, C. J. (1984). Communicative methodology in language teaching: The roles of fluency and accuracy. Cambridge: Cambridge University.
  • Campbell, C. (2014). Problem-based learning and Project-based learning, Teacher, ACER.
  • Candy, P. C. (1991). Self-direction for lifelong learning. A comprehensive guide to theory and practice. Adult Quarterly Education, 42(3), 192-193.
  • Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University.
  • Creswell, JW. (2013). Research design: qualitative, quantitative, and mixed methods approaches. 4th ed.
  • De Graaff, E. And Kolmos, A., (2007). Management of Change: History of Problem-based and Project-based Learning, P: 1-8.
  • Dewey, J. (1916). Democracy And Education: An Introduction To The Philosophy of Education. New York: Macmillan.
  • Dewey, J. (1938). Experience and education. New York: Macmillan.
  • Dewi, H. (2016). Project-based Learning Techniques To Improve Speaking Skills. English Education Journal (EEJ), 7(3),341-359.
  • Dickinson, L. (1987). Self-Instruction in Language Learning. Cambridge: Cambridge University.
  • Dörnyei, Z. (2007). Research Methods in Applied Linguisitics. Quantitative, Qualitative and Mixed Methodologies. Oxford.
  • Katz, L., Chard, S.C & Kogan, Y. (2014). Engaging Children's Minds: The Project Approach, 3rd Edition: The Project. Westport: Praeger.
  • Kilpatrick, W. H. (1918). The project method. Teachers College Record, 19, 319-335
  • Kilpatrick, W. H. (1927). School method from the project point of view. In M. B. Hillegas (Ed.), The Classroom Teacher (pp. 203-240). Chicago: Teacher Inc.
  • Knoll, M. (1997). The project method: Its vocational education origin and international development. Journal of Industrial Teacher Education , 34(3), 59-80.
  • Kolmos, A. and de Graaff, E., (2007). Process of changing to PBL. In: E. de Graaff and A. Kolmos, eds. Management of change: implementation of problem-based and project-based learning in engineering. Rotterdam: SENSE Publisher, 31–44.
  • Krajcik, J.S. & Blumenfeld, P. (2006). Project-based learning. In Sawyer, R. K. (Ed.), the Cambridge handbook of the learning sciences. New York: Cambridge.
  • Larmer, J. (2014). Project-based learning vs. problem-based learning vs. X-BL. Retrieved from http://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer
  • Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge University Press.
  • Loyens, S. and Gijbels, D., (2008). Understanding the effects of constructivist learning environments: introducing a multi-directional approach, Instructional Science, 36, 351-357.
  • Lynn M. Burlbaw, Mark J. Ortwein and J. Kelton Williams (2013). The Project Method in Historical Context. SENSE.
  • McLeod, S. A. (2017, Oct 24). Kolb - learning styles. Simply Psychology. https://www.simplypsychology.org/learning-kolb.html
  • Miles, MB. and Huberman, AM. (1994). Qualitative Data Analysis. Sage.
  • Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University.
  • Permatasari, S. F. (2013). Improving students’ speaking skill through Project-Based Learning for second graders of SMPN 1 Kawedanan, Magetan. Unpublished Bachelor’s thesis. State University of Malang, Malang.
  • Patton, A. (2012). Work that matters: The teacher’s guide to Project-Based Learning. The Paul Hamlyn Foundation. Unpublished.
  • Phyllis, C. Blumenfeld, Elliot Soloway, Ronald W. Marx, Joseph S. Krajcik, Mark Guzdial, and Annemarie Palincsar (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning, Educational Psychologist, 26(3&4), 369-398.
  • Richards, J. C. (2005). Communicative language teaching today. Singapore: RELC.
  • Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based learning, 1(1).
  • Stake, R. 1(995). The Art of Case Study Research. Sage.
  • Thomas, J. W. & Mergendoller, J. R. (2000). Managing project-based learning: Principles from the field. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
  • Ulrich, C., (2016). John Dewey and project-based learning: Landmarks for nowadays Romanian education, Journal of Educational Sciences & Psychology, VI (LXVIII), 54-60.
  • Willis, J. (1998). Task-Based Learning: What Kind of Adventure?, The Language Teacher-Issue 22(7).
  • Wiederman, MW. (1999). Volunteer bias in sexuality research using college student participants. J. Sex Res. (36), 59-66.
  • Yalden, J. (1981). Communicative Language Teaching: Principles and Practice. OISE .
  • Yıldırım, A. & Simsek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin, Ankara.

PROJE TABANLI FAALİYETLERİN EFL ÖĞRENCİLERİNİN KONUŞMA BECERİLERİNE ETKİSİ

Year 2021, Volume: 50 Issue: 230, 1059 - 1073, 04.05.2021
https://doi.org/10.37669/milliegitim.700145

Abstract

Temel olarak, insanlar için bir dilin bilip bilinmediğinin ölçütü, o dilin konuşma yeterliliğidir. Öğrencilerin büyük bir yüzdesi dili nasıl konuşacaklarını öğrenmek istedikleri için ikinci dil kurslarına katılıyorlar. Fakat, ne yazık ki, çoğunluğu sonunda bu isteklerini gerçekleştiremiyorlar. Bu öğrencilerin asıl problemi, sınıfta yürütülen dil faaliyetlerinde başarılı olmalarına rağmen dışarı çıktıkları an öğrendiklerini kullanamamalarıdır. Bu nedenle, bir dil sınıfı atmosferinde gerçek yaşam iletişimini sağlamak için neler yapılabilir? Çalışmamızın amacı, Proje-temelli aktivitelerin Necmettin Erbakan Üniversitesi İngilizce Öğretmenliği bölümündeki hazırlık sınıfı orta seviye öğrencilerinin konuşma becerilerini ne kadar etkilediğini bulmaktı. Bir akademik dönem boyunca derslere katılan 14 katılımcı için Yarı Yapısal Görüşme ve Odak Grup Tartışması yapılmıştır. Çalışma Nitel olduğundan, verilerin analizinde İçerik Analizi kullanılmıştır. Sonuçlar, Proje-bazlı faaliyetlerin katılımcıların sözlü akıcılık düzeyine oldukça katkıda
bulunduğunu ve kaygılarını bir ölçüde engellediğini göstermiştir

References

  • Benson, P. (2011). What’s new in autonomy? The Language Teacher, 35(4), 15-18. 2016.
  • Bereiter, C. & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.
  • Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26 (3 & 4), 369-398.
  • Brumfit, C. J. (1984). Communicative methodology in language teaching: The roles of fluency and accuracy. Cambridge: Cambridge University.
  • Campbell, C. (2014). Problem-based learning and Project-based learning, Teacher, ACER.
  • Candy, P. C. (1991). Self-direction for lifelong learning. A comprehensive guide to theory and practice. Adult Quarterly Education, 42(3), 192-193.
  • Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University.
  • Creswell, JW. (2013). Research design: qualitative, quantitative, and mixed methods approaches. 4th ed.
  • De Graaff, E. And Kolmos, A., (2007). Management of Change: History of Problem-based and Project-based Learning, P: 1-8.
  • Dewey, J. (1916). Democracy And Education: An Introduction To The Philosophy of Education. New York: Macmillan.
  • Dewey, J. (1938). Experience and education. New York: Macmillan.
  • Dewi, H. (2016). Project-based Learning Techniques To Improve Speaking Skills. English Education Journal (EEJ), 7(3),341-359.
  • Dickinson, L. (1987). Self-Instruction in Language Learning. Cambridge: Cambridge University.
  • Dörnyei, Z. (2007). Research Methods in Applied Linguisitics. Quantitative, Qualitative and Mixed Methodologies. Oxford.
  • Katz, L., Chard, S.C & Kogan, Y. (2014). Engaging Children's Minds: The Project Approach, 3rd Edition: The Project. Westport: Praeger.
  • Kilpatrick, W. H. (1918). The project method. Teachers College Record, 19, 319-335
  • Kilpatrick, W. H. (1927). School method from the project point of view. In M. B. Hillegas (Ed.), The Classroom Teacher (pp. 203-240). Chicago: Teacher Inc.
  • Knoll, M. (1997). The project method: Its vocational education origin and international development. Journal of Industrial Teacher Education , 34(3), 59-80.
  • Kolmos, A. and de Graaff, E., (2007). Process of changing to PBL. In: E. de Graaff and A. Kolmos, eds. Management of change: implementation of problem-based and project-based learning in engineering. Rotterdam: SENSE Publisher, 31–44.
  • Krajcik, J.S. & Blumenfeld, P. (2006). Project-based learning. In Sawyer, R. K. (Ed.), the Cambridge handbook of the learning sciences. New York: Cambridge.
  • Larmer, J. (2014). Project-based learning vs. problem-based learning vs. X-BL. Retrieved from http://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer
  • Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge University Press.
  • Loyens, S. and Gijbels, D., (2008). Understanding the effects of constructivist learning environments: introducing a multi-directional approach, Instructional Science, 36, 351-357.
  • Lynn M. Burlbaw, Mark J. Ortwein and J. Kelton Williams (2013). The Project Method in Historical Context. SENSE.
  • McLeod, S. A. (2017, Oct 24). Kolb - learning styles. Simply Psychology. https://www.simplypsychology.org/learning-kolb.html
  • Miles, MB. and Huberman, AM. (1994). Qualitative Data Analysis. Sage.
  • Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University.
  • Permatasari, S. F. (2013). Improving students’ speaking skill through Project-Based Learning for second graders of SMPN 1 Kawedanan, Magetan. Unpublished Bachelor’s thesis. State University of Malang, Malang.
  • Patton, A. (2012). Work that matters: The teacher’s guide to Project-Based Learning. The Paul Hamlyn Foundation. Unpublished.
  • Phyllis, C. Blumenfeld, Elliot Soloway, Ronald W. Marx, Joseph S. Krajcik, Mark Guzdial, and Annemarie Palincsar (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning, Educational Psychologist, 26(3&4), 369-398.
  • Richards, J. C. (2005). Communicative language teaching today. Singapore: RELC.
  • Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based learning, 1(1).
  • Stake, R. 1(995). The Art of Case Study Research. Sage.
  • Thomas, J. W. & Mergendoller, J. R. (2000). Managing project-based learning: Principles from the field. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
  • Ulrich, C., (2016). John Dewey and project-based learning: Landmarks for nowadays Romanian education, Journal of Educational Sciences & Psychology, VI (LXVIII), 54-60.
  • Willis, J. (1998). Task-Based Learning: What Kind of Adventure?, The Language Teacher-Issue 22(7).
  • Wiederman, MW. (1999). Volunteer bias in sexuality research using college student participants. J. Sex Res. (36), 59-66.
  • Yalden, J. (1981). Communicative Language Teaching: Principles and Practice. OISE .
  • Yıldırım, A. & Simsek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin, Ankara.
There are 39 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Feyza Nur Ekizer 0000-0003-0568-5355

Publication Date May 4, 2021
Published in Issue Year 2021 Volume: 50 Issue: 230

Cite

APA Ekizer, F. N. (2021). THE AFFECT OF PROJECT-BASED ACTIVITIES ON EFL LEARNERS’ SPEAKING SKILLS. Milli Eğitim Dergisi, 50(230), 1059-1073. https://doi.org/10.37669/milliegitim.700145