Maximizing the Benefits of Project Work in Foreign Language Classrooms
Maximizing the Benefits of Project Work in Foreign Language Classrooms
Bülent Alan and Fredricka L. Stoller
The implentation of project work differs greatly from on instructional setting to another. In some settings, fairly non-elaborated tasks, confined to a single class session, are labeled as projects. In other settings, elaborate sets of tasks establish the process for completing the project and span an entire instructional unit; in settings like these, the benefits of project work are maximized because students are actively engaged in information gathering, processing, and reporting over a period of time, and the outcome is increased content knowledge and language mastery. In addition, students experience increased motivation, autonomy, engagement, and a more positive attitude toward English. Although project-based learning presents challenges for teachers and students (Beckett 2002; Eyring 1997), most project-work proponents assert that the advantages outweigh the disadvantages.
In this article, we focus on how English language teachers can capitalize on the content and language learning benefits of project work. To explore the topic, we examine the characteristics of under-exploited project work, outline the features that maximize the potential benefits of project work, and present a case study of project-based learning. We conclude with recommendations for English as a Foreign Language (EFL) teachers and materials writers who want to integrate project-based learning into their own curricula.
Under-exploited project work
Numerous language educators incorporate what they call “project work” into their classrooms, even though the lessons do not maximize the full potential of project work. For example, in some settings, basic communicative activities used to help students get to know one another better and to promote conversation have been labeled as projects. What often occurs in such settings is that students, when given the chance, join groups with
Bülent Alan and Fredricka L. Stoller
The implentation of project work differs greatly from on instructional setting to another. In some settings, fairly non-elaborated tasks, confined to a single class session, are labeled as projects. In other settings, elaborate sets of tasks establish the process for completing the project and span an entire instructional unit; in settings like these, the benefits of project work are maximized because students are actively engaged in information gathering, processing, and reporting over a period of time, and the outcome is increased content knowledge and language mastery. In addition, students experience increased motivation, autonomy, engagement, and a more positive attitude toward English. Although project-based learning presents challenges for teachers and students (Beckett 2002; Eyring 1997), most project-work proponents assert that the advantages outweigh the disadvantages.
In this article, we focus on how English language teachers can capitalize on the content and language learning benefits of project work. To explore the topic, we examine the characteristics of under-exploited project work, outline the features that maximize the potential benefits of project work, and present a case study of project-based learning. We conclude with recommendations for English as a Foreign Language (EFL) teachers and materials writers who want to integrate project-based learning into their own curricula.
Under-exploited project work
Numerous language educators incorporate what they call “project work” into their classrooms, even though the lessons do not maximize the full potential of project work. For example, in some settings, basic communicative activities used to help students get to know one another better and to promote conversation have been labeled as projects. What often occurs in such settings is that students, when given the chance, join groups with