2. Content List
PBL the title
Content List
Gannt Card
Introducing our group
The question of PBL: What
is PBL?
Examples of PBL in EFL in
Turkey
Literature Review
Hypothesis
Methodology
Instruments
Results
Fishbone
Solutions and Suggestions
Conclusion
References
3. STEPS March 18-19 March 20-21 March 22-23 March 24-25 March 26-27 March 28-29 March 30-31 April 1
PLAN
Circle Formation
Problem Definition
Approval
Literature Review
Cause
Strategy
Tools/Data
DO Interview
CHECK
Data Analysis
Suggestion
Conclusion
ACT Presentation
EXPECTED OBSERVED
6. What is Project Based Learning?
A systematic teaching method that engages
students in learning essential knowledge and life-
enhancing skills through an extended, student-
influenced inquiry process structured around
complex, authentic questions and carefully
designed products and tasks.
(Moss, 1998)
7. Project Based Learning in EFL
PBL is more applicable to EFL compared to other
fields.
Task Based Instruction and Content Based
Instruction.
PBL is a TBI and CBI but extended to a long term.
8. Literature Review
PBL as discussed in the article by Donna Moss in
1998, is an approach that focuses on learner
needs and problem-solving in English learning
process.
The process of PBL can be subcategorized under 3
step:
Selecting a topic
Planning and Organization
Sharing the outcomes with other professionals
(Moss, 1998)
9. Literature Review
No matter how efficient this approach seems to
be, there may be some unforeseen problems due
to the unconventionality
The project may lose its purpose or gain a new
one instead
This makes it like a living organism that can adapt
to different environments with original methods
(Moss, 1998)
10. Literature Review:
Project-Based Learning in the Teaching of English as A Foreign Language in
Greek Primary Schools: From Theory to Practice, Iosif Fragoulis
Benefits of Project Work in Second and Foreign Language Settings
Students demonstrate increased self-esteem, and positive attitudes toward
learning (Stoller, 2006:27).
Improved language skills (Levine, 2004).
Project-based learning provides opportunities for “the natural integration
of language skills” (Stoller, 2006:33).
As what a low performing student said: “I really liked it (the project) I wish
we did it more often”(Fragoulis, 2009).
11. Stages in Project Work
For successful project implementation;
1. Speculation: choice of project topic.
2. Designing the project activities: formation of groups and assigning of
roles.
3. Conducting the project activities: implementing the activities designed in
the previous stage.
4. Evaluation: the assessment of the activities from participants and
discussion about whether the initial aims and goals have been achieved.
(Fragoulis, 2009)
12. Literature Review:
Implementation of Multiple Intelligences Supported Project-Based Learning
in EFL/ESL Classrooms, Gökhan Bas
Project-based learning places demands on learners and instructors that
challenge the traditional practices and support structures of schools (Laffey
et al. 1998).
Students help choose their own projects and create learning opportunities
based upon their individual interests and strengths. Projects assist students
in succeeding within the classroom and beyond, because they allow
learners to apply multiple intelligences in completing a project they can be
proud of (Bas, 2008).
Project work is organic and unique to each class. This makes it exciting,
challenging, and meaningful to learners (Moss & Van Duzer, 2005).
13. Tangible Products
Written outcomes
Summary
Synthesis
Position paper
Argumentative paper
Poster
Newsletter wall newspaper
Web page String and pin bulletin
board display
Scrapbook
Oral outcomes
Oral presentation with or without a
handout and PowerPoint
Debate
Role play
Simulation
Poster Q & A
14. BENEFITS
Adaptable to different
student proficiency levels
levels of student preparedness student configurations
student interests
curricular and language emphases
tangible outcomes
lengths
themes
content resource
19. Brainstorming
What are the characteristics of a good
PBL in EFL?
What are the problems that PBL face in
Turkey?
How should students who engage in a PBL
in EFL be evaluated?
How can we increase the use of PBL in
EFL in Turkey?
20. Numa
n
Orkun Gamze Funda Müslüm TOTAL
1st
prob
lem
5 6 5 4 5 25
2nd
prob
lem
6 5 6 5 6 28
3rd
prob
lem
4 3 2 7 3 19
4th
prob
lem
7 7 7 6 7 34
Research Problem
22. Research Problem
To what extent is PBL applicable to EFL
in Turkish Educational System?
What are the problems encountered?
What could be the solutions for these
problems?
23. Why is not the use of PBL
in EFL in Turkey common?
Curriculum-
based
Teacher-
based
Student-
based
Administration-
based
Time
Grammar
Modern Needs
Authenticity
Motivation
Lack of Training
Change of
Roles
Motivation Unfamiliarity
with group work
Low self-
esteem
Higher cost
Reluctance
Underestimation
Financial
24. Methodology
We have used;
Interviews with professional teachers
Previous articles concerning PBL in EFL
around the world
Matrix Diagram
Current PBL researches in Turkey
25. Interview Questions
Bugünkü konumuz Proje esaslı öğrenimin yabancı dil eğitiminde kullanılması. Bu
konudaki bilginizi ve tecrübenizi paylaşır mısınız?
Siz hiç böyle bir proje uyguladınız mı? Bu yöntemin Türkiye’de kullanılma yoğunluğu ne
kadardır?
Bize projemizi anlatır mısınız?/
Sizce bu yöntemin Türkiye’de uygulanmamasının sebebi nedir?
Okul yönetiminin bu tür projelere karşı duruşu nasıl?
Peki Öğrencilerin motivasyonu?
Ailelerin bir etkisi var mı?
Müfredat bu yöntemi kullanmaya uygun mudur?
Bize yaptığınız projelerde anlatabileceğiniz başka sorunlar var mı?
Bunları nasıl çözdünüz?
26. Teacher Profile
Teacher 1: 5 years of experience
Teacher 2: 2 years of experience
Teacher 3: 15 years of experience
Teacher 4: 17 years of experience
Teacher 5: 20 years of experience
27. Sample Answers
‘‘Bu konunun öneminin ve son zamanlardaki popularitesinin farkındayım.
Eskiden bu kadar ağırlık verilmezdi. Ama uyguladıkça görüyorum ki proje bazlı
eğitimin özellikle yabancı dil eğitimi üzerine etkileri çok önemli’’ (Teacher 5)
,‘‘Yönetim elinden geldiğince yardımcı olmaya çalışıyor ancak bu tip yenilikçi
hamlelerde desteğin her zaman bakanlıktan gelmesi lazım. Aksi taktirde
yöneticiler de kendi inisiyatiflerinde hareket etmeye çekiniyorlar.’’ (Teacher
1)
‘‘Para konusunun öncelikli problem olduğunu söyleyebilirim. Diğer yandan
öğretmenlerin de proje bazlı çalışma konusunda teşvik edilmesi lazım.
Seminerler bu konuda yardımcı olacaktır.’’ (Teacher 3)
28. Sample Answers
‘‘Bana sorarsanız öğretmenin motivasyonunun yüksek olması lazım burada ki
çocukları da harekete geçirebilsin. Öğretmen de uğraşmak istemeyince
olmuyor tabi. Öğretmenin hem zamanını hem bazen parasını hatta sabrını
harcaması lazım. Öğretmen olmak genel olarak zor iş. Maaşların azlığına hiç
girmeyeyim.’’ (Teacher 1)
‘‘Proje bazlı eğitim aslında İngilizce eğitimi için birebir. Ama maalesef
yetiştirmemiz gereken bir program var. Belki de bu tür yenilikçi yöntemlere
müfredatta yer verilebilir.’’ (Teacher 3)
‘‘Benim en güzel ve en çok destek almış projem “Where I want to go”
projesidir. Bu projeye sadece kendi sınıfımla değil diğer şubeleri de katarak
yaptık. Bütün öğretmen arkadaşlarımın destekleriyle tabi. Spor salonumuzu
stantlara böldük veher standda öğrenciler bir ülkeyi anlattı.’’ (Teacher 2)
30. Curriculum-Based Problems
The time required to perform PBL in English
language classrooms is limited
It is difficult to teach grammar with PBL
The topics are not authentic enough for PBL
Modern needs of English learners are not
emphasized
Formulating suitable problems that include
large goal and specific objectives
31. Teacher-based Problems
Time and effort consuming
Change of roles: teachers have to shift
from transfer of information to a tutor’s
and guide role
Lack of motivation
Setting up approriate assessment is difficult
in PBL
32. Student(and parent)-based Problems
Higher cost
Lack of motivation
Change of roles: Students have to change attitude
and go from memorization to active searching for
information
Unfamiliarity of collaboration and group work in
classroom
Low self-esteem to be active in classroom
33. Administration-based Problems
Reluctance to support project works:
Underestimation of benefits of PBL
Financial problems for big projects
Innovative ideas may not be welcomed by
administrators
Meeting the demands and expectations
34. Solutions & Suggestions
A particular amount of time is reserved for PBl in curricula starting
from 2006, so it should be used.
Teachers and administrators should be encouraged with training e.g
workshops and seminars
Group work can be emphasized more in classrooms
The financial support that is necessary for PBL can be provided by
Ministry of Education
Teachers can be motivated through some positive outcomes like
rewards
The bureaucratic process can be simplified for teachers and
administrators
Teachers can be given the initiative to conduct project works
35. Conclusion
PBL in EFL should be developed and popularized in Turkey
This may help students to not only learn the topic but also daily
language
The strengths and capacities of the language learners should not be
underestimated
PBL gives opportunities to students to make active investigationss that
enable them to learn concepts, apply information and represent their
knowledge
An active collaboration of administration, teachers and parents is
compulsory for a healthy PBL process
36. References
Tiangcho, J. A. (2005). Project-based learning (pbl) assessment for efl/esl
instruction: The philippine experience and its implications to taiwan . Informally
published manuscript, Cross-cultural Research and Development Center, .
Moss, D. (1998). Project-based learning for adult english language learners. In C.
Van Duzer (Ed.), National Center for ESL Literacy EducationEducation and
Employment Program.
Bas, G. (2008). Implementation of Multiple Intelligences Supported Project-Based
Learning in EFL/ESL Classrooms. 1-11.
Fragoulis, I. (2009). Project-Based Learning in the Teaching of English as A Foreign
Language in Greek Primary Schools: From Theory to Practice. English Language
Teaching, 113-119.
Köksal, H. (2005, January 1). Imece Circles Project. . Retrieved March 28, 2014,
from
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