The Effects of Project-Based Learning (PBL) in EFL Context: General Language Development and Personal Empowerment

Yıl 2022, Cilt: 10 Sayı: 20, 415 - 433, 21.12.2022

Zeynep Yaprak

https://doi.org/10.18009/jcer.1104483

Öz

The study primarily aims to find out the benefits and challenges of project-based learning (PBL) on the learners’ general learning experiences, their development in English, and personal growth regarding human rights. This study has one-group post-test only design within the mixed methods research design model. The participants of this study were 30 EFL students and the collected quantitative data was analyzed using descriptive statistics in SPSS. The qualitative data gathered through reflection papers were analyzed through thematic analysis. The results revealed that project-based learning had positive impact on learners’ experiences in general and cooperative learning. It was also recorded that in addition to the acquisition of new knowledge and skills in promoting human rights, project-based learning also positively affected learners’ language improvement in English. The most challenging point indicated by the participants was related to finding credible sources and identifying reliable information.

Anahtar Kelimeler

Project-based learning, second language education, human rights, self-development

Kaynakça

• Aksela, M., & Haatainen, O. (2018, November). Project-based learning (PBL) in practice: Active teachers' views of its advantages and challenges. International STEM in Education Conference, Australia.
• Aslanides, C. D., Kalfa, V., Athanasiadou, S., Gianelos, Z. & Karapatsias, V. (2016, September). Advantages, disadvantages and the viability of project-based learning ıntegration in engineering studies curriculum: the Greek case. Paper presented at the meeting of 44th SEFI Conference, Finland.
• Beckett, G. H. (2005). Academic language and literacy socialization through project-based instruction: ESL student perspectives and issues. Journal of Asian Pacific Communication, 15 (1), 191-06. https://doi.org/10.1075/japc.15.1.12bec
• Bell, S. (2010). Project-based learning for the 21st century: skills for the future, The clearing house, 83(2), 39-43, https://doi.org/10.1080/00098650903505415.
• Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398.
• Essien, A. M. (2018, March). The effects of project-based learning on students’ English language ability (pp. 438–443). The 2018 International Academic Research Conference, Vienna
• Ergül, N. R., & Kargın, E. K. (2014). The effect of project based learning on students’ science success. Procedia - Social and Behavioral Sciences, 136.
• Farouck, I. (2016). A project-based language learning model for improving the willingness to communicate of EFL students. Journal of Systemics, 14(2), 11-18.
• Flowers, N., Bernbaum,M., Rudelius-Palmer, K., & Tolman, J. ( 2000). The human rights education handbook: Effective practices for learning, action, and change. Minneapolis, MN: The Human Rights Resource Center and the Stanley Foundation.
• Forrester, K. (1999). Guidelines for a site report. Strasbourg: Council of Europe DECS/EDU/CIT (99)6.
• Haines, S. (1989). Projects for the EFL classroom: resource material for teachers. Walton-on-Thames, UK: Nelson.
• Lam, N. T. V. (2011). Project-based learning in teaching English as a foreign language VNU Journal of Science, Foreign Languages, 27, 140-146.
• Lenz, B., Wells, J., & Kingston, S. (2015). Transforming schools using project-based learning, performance assessment, and common core standards (1st ed.). CA: Jossey-Bass.
• Markham, T., Mergendoller, J., & Ravitz, J. (2003). Project based learning handbook. New York: Buck Institute for Education.
• Merryfield, M. M., & Remy, R.C. (1995). Choosing content and methods for teaching about international conflict and peace. In Teaching about International Conflict and Peace, edited by M. M. Merryfield and R. C. Remy, pp. 3–40. Saratoga Springs: State University of New York Press.
• Mihić, M., & Završki, I. (2017). Professors’ and students’ perception of the advantages and disadvantages of project based learning. International Journal of Engineering Education, 33(6), 1737–1750.
• Mihr, A. (2009) Global Human Rights Awareness, Education and Democratization, Journal of Human Rights, 8(2), 177-189, https://doi.org/10.1080/14754830902939080
• Sart, G. (2014). The effects of the development of metacognition on project-based learning. Procedia - Social and Behavioral Sciences, 152 (2014), 131-136.
• Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett, & P. C. Miller, Eds., Project-based second and foreign language education: Past, present, and future (pp. 19-40). Greenwich, CT: Information Age.
• Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA Autodesk Foundation.
• Tibbitts, F. (2005) Transformative Learning and Human Rights Education: Taking a Closer Look, Intercultural Education, 16 (2), 107-113.
• UNESCO (2011). Contemporary issues in human rights. Paris, France.
• Wurdinger, S. D., Haar, J., Hugg, B., & Bezon, J. (2007). A qualitative study using project based learning in a mainstream middle school. Improving Schools, 10, 150–61.