Project based learning in a high school setting students’ voices

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST GRADUATE STUDIES

*****************

DƢƠNG THỊ HƢƠNG GIANG

PROJECT-BASED LEARNING IN A HIGH SCHOOL SETTING:

STUDENTS’ VOICES
TÌM HIỂU Ý KIẾN CỦA HỌC SINH
VỀ DẠY HỌC DỰ ÁN

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 8140111.01

HANOI - 2018


VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF
LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF
POST GRADUATE STUDIES *****************

DƢƠNG THỊ HƢƠNG GIANG

PROJECT-BASED LEARNING IN A HIGH SCHOOL SETTING:

STUDENTS’ VOICES

TÌM HIỂU Ý KIẾN CỦA HỌC SINH
VỀ DẠY HỌC DỰ ÁN

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 8140111.01
Supervisor: Ph.D. Lê Văn Canh

HANOI - 2018


DECLARATION

I hereby, certify the thesis named “Project-Based Learning in a high school
setting: Students’ voice” is the result of my own work for the Minor Degree of
Master of Arts at University of Languages and International Studies, Vietnam
National University, Hanoi. The research has not been submitted for any degree at
any other universities or institutions. I agree that the origin of my thesis deposited in
the library can be accessible for the purposes of study and research.
Hanoi-2018

Dương Thị Hương Giang

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ABSTRACT
This is a survey research conducted at a rural upper-secondary school in Nam
Dinh province. Its general objective is to evaluate the advantages and disadvantages

of Project-Based Learning in the new English textbook to students in terms of the
improvement in the language acquisition. Specifically, it aims to get evaluative
feedback from the students about project lessons that they have experienced so that
some necessary adjustments will be made and the effective elements will be
explored. To achieve this purpose, a questionnaire for students was employed to
collect data for the evaluation. The participants in this research were one hundred
and five students from three classes of grade 12 at A Hai Hau upper-secondary
school. The results of the study indicated that the students believed that their
language skills had improved and they had positive attitudes towards the PBL. The
results also revealed that the PBL instructions helped improve the students‟ soft
skills. Importantly, the students reported that they had fun and were happy learning
with the PBL activities. Besides, the findings of the research revealed that some
aspects of Project-Based learning lessons were not suitable to the students‟ levels
and interests. Some suggestions for adapting the tasks, therefore, were supposed to
perfect the implementation of the methodology in this situation.

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ACKNOWLEDGEMENTS

First of all, I would like to express my deepest thanks to Dr. Lê Văn Canh,
my supervisor, for his invaluable support, guidance, and constructive comments.
Without his assistance and encouragement, this study would not have been
accomplished.
I am also indebted to all of my lecturers at Post-Graduate Department for
their valuable lectures on the aspects of my concern.
My special thanks go to the management and teaching staff at A Hai Hau
Upper Secondary School, Nam Dinh Province in general and 105 grade-12

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students in particular who have helped me enthusiastically in PBL lessons as well as
gave honest and clear answers to my questionnaires.
I would also like to show my sincere thanks to all the authors listed in the
references for their ideas in this field. They have developed my thinking on doing
this paper.
Finally, I would like to express my deep gratitude and love to my family and
my friends who gave me precious time and a lot of encouragement.

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LIST OF ABBREVIATIONS AND SYMBOLS
%

Percent

CEFR

Common European Framework of Reference for Languages

CLT

Communicative Language Teaching Approach

PBL

Project- Based Learning

Ss

Students

T

Teacher

Q

Question

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TABLE OF CONTENTS

DECLARATION .......................................................................................................
ABSTRACT ..............................................................................................................
ACKNOWLEDGEMENTS ....................................................................................
LIST OF ABBREVIATIONS AND SYMBOLS ..................................................
TABLE OF CONTENTS ..........................................................................................
LIST OF CHARTS AND TABLES .......................................................................
PART A: INTRODUCTION ....................................................................................
PART B: DEVELOPMENT.....................................................................................
CHAPTER I: LITERATURE REVIEW ................................................................
1.

Project-Based Learning ...........................................................................................

1.1.

Definition .................................................................................................

1.2.

The brief history of PBL ........................................................................

1.3.

The underlying theory of Project-Based Learning ..............................

2.

Teacher role in PBL ................................................................................................

3.

The procedures of PBL ...........................................................................................

4.

Studies on PBL in foreign language learning .......................................................

5.

Benefits of PBL ....................................................................................................

6.

Challenges of PBL ................................................................................................

7. Summary ...............................................................................................................
CHAPTER II: METHODOLOGY ........................................................................
1.

The research context .............................................................................................

1.1.

Research site ...........................................................................................

1.2.

The syllabus ............................................................................................

1.2.1. The new English textbook ......................................................................................
1.2.2. Projects ....................................................................................................................
1.3.

Classroom facilities ..............................................................................

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2. Participants.......................................................................................................... 26
2.1. Students............................................................................................................ 26
2.2. Projects............................................................................................................. 27
3. Methods of the study........................................................................................... 28
4. Data collection.................................................................................................... 28

5. The questionnaire................................................................................................ 29
6. Document Analysis............................................................................................. 29
7. Learners‟ diaries................................................................................................. 29
8. Data analysis procedures..................................................................................... 30
9. Summary............................................................................................................. 30
CHAPTER III: FINDINGS AND DISCUSSION................................................ 31
1. Students‟ attitudes towards learning English through the project.......................31
1.1. Students‟ attitudes towards benefits from PBL in language development........31
1.2. Students‟ attitudes towards benefits from PBL in developing life skills..........32
2. Students‟ attitudes towards difficulties from PBL.............................................. 34
3. Students‟ preferences for activities in PBL......................................................... 35
4. Discussion........................................................................................................... 37
PART C: CONCLUSION..................................................................................... 39
1. Recapitulation..................................................................................................... 39
2. Implications......................................................................................................... 39
3. Limitations of the study....................................................................................... 40
4. Suggestions for further study............................................................................... 41
REFERENCES...................................................................................................... 42
APPENDICES....................................................................................................... 45

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LIST OF CHARTS AND TABLES

Figure 1: Students‟ attitudes towards PBL.............................................................. 31
Table 1: Ss‟ changes after taking part in the lessons using PBL.............................33
Figure 2. Students‟ difficulties................................................................................ 35

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PART A: INTRODUCTION
1. Rational of the research
In order to meet the demand of global economics, a revised English language
curriculum in Viet Nam as well as curriculum development, materials, and teaching
and learning facilities were introduced in 2012.
Part of the pedagogic change in the new curriculum is the introduction of the
project-based learning (PBL). In fact, PBL is one component in the new textbook
TIENG ANH series for high school students in Vietnam
Although PBL is not a new teaching idea globally, and many studies have
concluded that PBL helps improve students‟ language skills, content learning, and
cognitive ability, and enhances their confidence, self-esteem, and leaning autonomy.
However, these studies have demonstrated the advantages of using PBL in
educational settings (Meyer, 1997; Blumenfeld et al., 1991; Green, 1998; Hadim
and Esche, 2002), though they rarely examined this methodology in the language
classroom. Some researchers examined the students‟ perception and found positive
attitudes towards PBL (Tongsakul et al., 2011; Poonpun, 2011).
However, in Vietnam, many students and teachers are not familiar with the idea
of PBL and there has been little research on students‟ attitudes towards this
innovative practice. By exploring the students‟ perspectives on PBL, this survey
study is an attempt to contribute to the knowledge of how to make PBL more
effective to Vietnamese high school students.
2. Aims of the research
The research aims to explore students‟ opinions on:
a) the benefits of Project-Based Learning
b) the challenges they encounter in their Project-Based Learning.
3. Scope of the research
The study was conducted at a high school in Nam Dinh province. It limits
itself to the exploration of 12 graders‟ opinions of Project-Based Learning. These

students are studying in a high school in the rural area.
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4.
1.

Research questions
What benefits do students report of the Project-Based Learning to their

English development?
2.
What constraints do the students have in their Project-Based
Learning?
3.

What types of Project-Based Learning activities do the students prefer and

why do they prefer those activities?
5.

Methods of the research
The study was conducted as an action research. Different methods of an action

research were used. They are a questionnaire, learners‟ diaries and document
analysis. These methods were used to collect data from the students and from
students‟ products.
The survey questionnaires were used to collect data for the study. The survey
questionnaires were carried out on one hundred and five students from three classes
of grade 12 at A Hai Hau upper-secondary school to investigate students‟ attitudes

and their main difficulties. After collecting the data from the questionnaires, the data
was analyzed qualitatively and quantitatively.
Learners‟ diaries were used to collect information for the research questions.
Document Analysis was used to explore which aspects of the projects met its
objectives. Documents include students‟ final products of the project.
All comments, remarks, recommendations, assumptions and conclusions
provided in the study based on the analysis of the statistics from the survey
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questionnaires conducted with the 12 form students of A Hai Hau High School.
6. Significance of the study
This research is completed to explore the students‟ opinions on ProjectBased Learning, the advantages, the disadvantages as well as the obstacles they
encountered. Besides, the study also identifies the learning activities that the
students prefer to be involved in PBL lessons. Based on these findings,
recommendations to help English teachers determine the suitable methods to
improve teaching and conducting the projects. In addition, there is a possibility that
its outcome could be a reference for other teachers who are teaching English at
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other schools surrounding my rural area.
7. Design of the study
The study is composed of five chapters, outlined as follows:



Part A: Introduction

This chapter is a brief description of the research including the rationales for
conducting the research, the aims of the study, research questions, scope of the

study, significance of the study, and outline of the study.



Part B: Development

• Chapter 1: Literature review
This chapter introduces some concepts, theoretical frameworks and related studies.
• Chapter 2: Methodology
This chapter introduced the research context and methodology of the study
including the context, the subject, the data collection instruments, data collection
procedure, and data analysis.
• Chapter 3: Findings and discussions
This chapter presents the major findings from students‟ answers as well as attitutes
and the students‟ diaries.



Part C: Conclusion

This chapter offers a summary of the key findings, implications, limitations, and
future directions for further study.

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PART B: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW
Part A has presented the overview of the study, its aim and structure. To
provide a background of the study, this part will describe a theoretical framework

for designing and analyzing data. This part begins by reviewing theories of ProjectBased Learning followed by theories relating to PBL and English learners.
1.

Project-Based Learning
1.1. Definition
Project work is a term done individually or cooperatively that combines the

investigating the topic and presenting it in written form illustrated with photos,
pictures, diagrams, etc. (Blumenfeld et al., 1991; Demirhan, 2002; Yurtluk, 2003;
Gültekin, 2005). Project work is student-centered and driven by the need to create
an end-product (Bell, 2010). However, it is the route to achieving this end product
that makes project work so worthwhile. The route to the end-product brings
opportunities for students to develop their confidence and independence and to
work together in a real-world environment by collaborating on a task which they
have defined for themselves and which has not been externally imposed
(Blumenfeld et al., 1991).
Although Project-Based Learning (PBL) has been differently defined by
various researchers, the common underlying principle is experiential learning.
Experiential learning is defined as the exploitation and processing of experience,
aiming not only at acquiring knowledge, but also at transforming the way of
thinking and changing attitudes (Mezirow, 1991). In experiential learning, learners
participate “in concrete activities that enable them to „experience‟ what they are
learning about” and “the opportunities to reflect on those activities (Silberman,
2007:8) since “learning is the process whereby knowledge is created through the
transformation of experience” (Kolb, 1984).
Experiential learning is related to the project method. The project method is “a
natural extension of what is already taking place in class” (Stoller, 2002:109). In

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other words, PBL is an instructional method centered on the learners. PBL requires
students to develop a question and are guided through research under the teacher‟s
supervision. Instead of using a rigid lesson plan that directs a learner down a
specific path of learning outcomes or objectives, PBL allows in-depth investigation
of a topic worth learning more about ( Harris & Katz, 2001).
As defined by Krajcik, Czerniak & Berger (1999), PBL approach engages
students in exploring important and meaningful questions through a series of
investigations and collaborative activities. These students ask questions, collaborate
with each other in designing their investigation activities, collect and analyze data,
share ideas, draw conclusions and create final products (Blumenfeld et al. 1991).
These active investigations enable them to learn concepts, and apply information in
creating their final products (Hughton Mifflin n.d.) which is vital in constructing
new knowledge.
Project-based learning is an instructional method centred on the learner.
Students develop a question and are guided through research under the teacher„s
supervision (Bell, 2010). Instead of using a rigid lesson plan that directs a learner
down a specific path of learning outcomes or objectives, project-based learning
allows in-depth investigation of a topic worth learning more about (Korkmaz and
Kaptan, 2000; Erdem, 2002; Harris and Katz, 2001). Thomas, Mergendoller and
Michaelson (1999) described projects within project-based learning as based on
challenging questions and making students having central role in design, problemsolving, decision making processes so giving students the opportunity to work
relatively autonomously. In project-based learning, students plan, implement, and
evaluate projects that have real-world applications beyond the classroom (Blank,
1997). Project-based learning is a comprehensive approach to classroom teaching
and learning that is designed to engage students in investigation of complex,
authentic problems and carefully designed products and tasks (Blumenfeld et al.,
1991). The use of project-based learning in class is possible after providing the
information that is needed for the project. The classroom activities should be
student-centered, cooperative, and interactive (Moursund, 1999).

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Project-based learning engages students in gaining knowledge and skills
through an extended inquiry process structured around complex, authentic questions
and carefully designed products and tasks (Moursund, 1999; Thomas, Michealson
and Mergendoller, 2002). Project-based learning enhances the quality of learning
and leads to higher-level cognitive development through the students‟ engagement
with complex and novel problems (Blank, 1997; Bottoms and Webb, 1998).
Students are exposed to a wide range of skills and competencies such as
collaboration, project planning, decision making, and time management through
project based learning (Blank, 1997; Dickinson et al., 1998). Project-based learning
increases the motivation of students. Teachers often note improvement in
attendance, higher class participation, and greater willingness to do homework
(Bottoms and Webb, 1998). When teachers successfully implement project-based
learning, students can be highly motivated, feel actively involved in their own
learning, and produce complex, high-quality work (Blumenfeld et al., 1991).
1.2. The brief history of PBL
For over 100 years, educators such as John Dewey have reported on the
benefits of experiential, hands-on, student-directed learning. Most teachers,
knowing the value of engaging, challenging projects for students, have planned field
trips, laboratory investigations, and interdisciplinary activities that enrich and
extend the curriculum. “Doing projects” is a long-standing tradition in American
education.
The roots of PBL lie in this tradition. But the emergence of a method of
teaching and learning called Project Based Learning is the result of two important
developments over the last 25 years. First, there has been a revolution in learning
theory. Research in neuroscience and psychology has extended cognitive and
behavioral models of learning - which support traditional direct instruction - to
show that knowledge, thinking, doing, and the contexts for learning are inextricably

tied. We now know that learning is partly a social activity; it takes place within the
context of culture, community, and past experiences. This is apparent in research on
problem-based learning in the medical field, an important forerunner of PBL.
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Researcher shows that learners not only respond by feeding back information,
but they also actively use what they know to explore, negotiate, interpret, and create.
They construct solutions, thus shifting the emphasis toward the process of learning.
In addition, cognitive research has revealed much more about the nature of problem
solving. Education has benefited from this research, as teachers have learned how to
effectively scaffold content and activities to amplify and extend the skills and
capabilities of students.
Second, the world has changed. Nearly all teachers understand how the
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industrial culture has shaped the organization and methods of schools in the 19 and
th

20 centuries, and they recognize that schools must now adapt to a new century. It
is clear that children need both knowledge and skills to succeed. This need is driven
not only by workforce demands for high-performance employees who can plan,
collaborate, and communicate, but also by the need to help all young people learn
civic responsibility and master their new roles as global citizens.
In a sense, the need for education to adapt to a changing world is the primary
reason that PBL is increasingly popular. PBL is an attempt to create new
instructional practices that reflect the environment in which children now live and
learn. And, as the world continues to change, so does our definition of PBL. The
most important recent shift in education has been the increased emphasis on
standards, clear outcomes, and accountability.

1.3. The underlying theory of Project-Based Learning
The learning theory that underlies PBL is constructivism, which assumes that
knowledge is constructed by learners as they attempt to make sense of their
experiences based on their current and previous knowledge (Driscoll, 1994).
Learners do not learn with blank slates that passively wait to be filled. Instead, it is
through the process of exploring, scaffolding, interpreting, negotiating, and creating
that learners are active in interacting with environment and in seeking meaning.
2. Teacher role in PBL
To make PBL effective, teachers play important roles in motivating students and
creating a classroom environment conducive for students learning (Yam & Burge
7


2009). In PBL, teachers are not knowledge transmitters, but they act as advisors ,
guides ,coordinators., and facilitators (Papandreou, 1994). Collaboration among the
students, teachers and others in the community is important so that knowledge can
be shared and distributed among the members. In addition, students‟ progress need
to be observed so that problems can be detected early (Winn 1995). Therefore,
teachers‟ support as well as continuous tutorial discussions involving teachers and
students is imperative to sustain students‟ motivation in the PBL process
(Blumenfeld et al. 1991). For instance, teachers can help by providing access to
information, and support learning by scaffolding instructions to make the tasks more
manageable. It is argued that teachers should break down tasks to make it
manageable, coaching students in formulating strategies to solve problems, and
gradually releasing responsibility to the students (Blumenfeld et al. 1991).
So, in implementing PBL, the focal point of the learning process moves from
the teacher to the learners, from working alone to working in groups.
3. The procedures of PBL
A high degree of planning and organization is a necessity for PBL. Thus to
implement a PBL project, several key factors should be taken in account. The goal

is students learning core curriculum as they work on the project. The project is
therefore required to have clearly stated goals and to support and demonstrate
content learning both in process and product in order to successfully integrate the
content learning. The objective which students follow should be supported by
project activities, so that the final project could answer the standards defined in the
curriculum.
The second factor to be considered is time frame and materials to support deep
understanding and engagement. A good project takes over a significant period of
time. The time frame should be organized in a good way to provide each student
adequate time for: equal opportunity to participate; interpretation of content,
effective collaboration and project development; access to quality subject-matter
recourses and professional tools for simulation and chip specialization, time for
design process, completion of complex tasks and assessment. Collaboration is

8


another factor which need considering. The students should be given opportunities
to learn collaboration skills. Collaboration can be in different forms: students‟
partnership, team projects, cross-group or cross-university projects. In addition,
student direction is a key element of the model. Each student should receive
opportunities and support to define a project in own terms with a relation to course
content; to design effective project documentation and presentation and to engage
them in real-world research practices as well as in self-and peer-assessment.
Another factor is the real-world connection. The PBL seeks to connect student
projects with the real life. The connection to the worksite problems can be
established by content chosen, activities type, product type, and professional design
tools used. It is important to arrange opportunities for each student to develop real
world practices of communication with a purpose; collaboration/teamwork, project
management, effective use of feedback. Last but not least, assessment to be taken

into consideration. Student knowledge and competences should be evaluated as a
result of project work and adequate assessment should be based on clearly defined
standards; student reflection and revision.
These six factors need meticulous consideration if PBL is to be applied.
However, it would be not sufficient for students to benefit if no or little attention is
paid to how to apply PBL or carry out a PBL project. The benefits of PBL can be
maximized when the teachers and students follow the ten-step process of
implementing project work. The ten steps are summarized as follows:
Step 1: Students and teacher agree on a theme for the project. At this step, the
students and teacher reach a consensus on a project theme. The project range from
structured, semi-structured, to unstructured in terms of the degree to which the
teacher defines the project; the teacher therefore should work out the ways in which
students can develop some sense of ownership toward the project.
Step 2: Students and teacher determine the final outcome of the project. The
students and teacher come to a decision about the final outcome of the project, e.g,
bulletin board display, written report, debate, brochure, letter, handbook, oral
presentation, video, multimedia presentation, and theatrical performance. They also
negotiate the most appropriate audience for their projects, e.g., classmates, other
students, parents, program director, a local business.
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Step 3: Students and teacher structure the project. After the theme and final
outcome of the project are defined, the students and teacher figure out project details
that guide students from the opening activity to the completion of the project. At this
step, students consider their roles, responsibilities, and collaborative work group.
After negotiating a deadline for project completion, students arrange the timing for
gathering, sharing, and compiling information, and then presenting their final
project.
Step 4: Teacher prepares students for the demands of information gathering. The

language, skills, and strategy demands associated with information gathering should
be provided. As the teacher is aware of student ability levels, he/she prepares
instructional activities for each of the information-gathering tasks.
Step 5: Students gather information. After practicing the skills, strategies, and
language needed for gathering information, the students can readily collect
information using methods such as interviewing, questionnaire, letter writing, and
library searches. Whenever possible, the teacher provides relevant content resources
to get students started on their information search.
Step 6: Teacher prepares students to compile and analyze data. At this step, the
teacher should help the students master the language, skills, and strategies needed to
compile, analyze, and synthesize the information that they have collected from different
sources. The instruction for the teacher depends on the types of information collected
and the ways in which it was collected, e.g., taped interviews, brochures received in
response to solicitation letters, library research, and note-taking.

Step 7: Students compile and analyze information. The students compile and
analyze the gathered information. They work in groups, organize information and
then discuss the value of the data that they have collected, keeping some and
discarding others. They have to identify information that is critical for the
completion of their projects.
Step 8: Teacher prepares students for the language demands of the final activity.
The teacher designs language-improvement activities to help students successfully
present the final outcome of the project. The activities may focus on skills for

10


successful oral presentations, effective written revisions and editing, persuasive
debates, and others. The students should focus on form at this point.
Step 9: Students present the final product. The students present the final outcome

of their projects, as planned in Step 2.
Step 10: Students evaluate the project. The students reflect on the language
mastered and the subject matter acquired during the project. They are also asked to
make recommendations that can be used to enhance similar projects in the future.
The teachers provide students with feedback on their language and content learning.
4. Studies on PBL in foreign language learning
Overall, the research on Project-based Learning (PBL) reports positive
outcomes related to student learning in the areas of content knowledge,
collaborative skills, engagement and motivation, and critical thinking and problemsolving skills. This summary utilizes Thomas‟s (2000) five criteria to define PBL:
(a) “Projects are central, not peripheral to the curriculum”; (b) “projects are focused
on questions or problems that „drive‟ students to encounter (and struggle with) the
central concepts and principals of the discipline”; (c) “projects involve students in a
constructive investigation”; (d) “projects are student-driven to some significant
degree”; and (e) “projects are realistic, not school-like” (p. 3-4). Collaboration is
also included as a sixth criterion of PBL.
PBL has several positive effects on student content knowledge. Compared to
traditional classes, students in PBL classes performed better on assessments of content
knowledge (Boaler, 1997; Penuel & Means, 2000; Stepien, et al., 1993). Research also
reported that PBL had a positive effect on specific groups of students. For example,
students with average to low verbal ability and students with little previous content
knowledge learned more in PBL classes than in traditional classes (Mergendoller, et al.,
2006; Mioduser & Betzer, 2003). In addition, students were able to demonstrate
specific content area skills after taking part in PBL (Mioduser & Betzer, 2003; Peck, et
al., 1998). For instance, students working on a geometry project linked to architecture
and design utilized measurement skills as they developed their blueprints, of which
84% met architectural building standards (Barron, et al., 1998). In sum, students taught
in PBL classes emerged with useful, real-world content knowledge that they could
apply to a variety of tasks (Boaler, 1997).

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PBL also has resulted in high levels of student engagement (Belland, et al.,
2006; Brush & Saye, 2008). For instance, in one study within an economics
classroom, a PBL unit engaged the lowest and highest level students as well as those
students who were least interested in economics at the start of the unit (Ravitz
& Mergendoller, 2005). Another study reported that PBL had a positive effect on
student motivation to learn (Bartscher, et al., 1995). According to elementary
teachers, who reported using 37% of their overall instruction time on PBL,
students‟ work ethic improved as well as their confidence and attitudes towards
learning as a result of PBL (Tretten & Zachariou, 1995). Conversely, one study
found that high school student engagement and/or participation were difficult to
maintain (Edelson, et al., 1999).
Students who participated in PBL also benefitted from improved critical
thinking and problem-solving skills (Mergendoller, et al., 2006; Shepherd, 1998;
Tretten & Zachariou, 1995). In particular, one study of PBL showed a positive effect
on low-ability students, who increased their use of critical-thinking skills including
synthesizing, evaluating, predicting, and reflecting by 446% while high-ability
students improved by 76% (Horan, et al., 1996). Furthermore, during PBL, students
showed initiative by utilizing resources and revising work, behaviors that were
uncharacteristic of them before they engaged in PBL (Barron, et al., 1998).
In addition, PBL has been shown to benefit a variety of students in developing
collaborative skills. For example, through PBL, elementary students learned to
understand multiple perspectives (ChanLin, 2008) and conflict resolution skills
(ChanLin, 2008); special education students developed social skills such as patience
and empathy (Belland, et al., 2006); and low-ability students demonstrated initiative,
management, teamwork, and conscientiousness as they worked in groups (Horan, et
al., 1996). Students also enjoyed PBL because it gave them opportunities to interact
with their friends and make new friends through cooperative projects (Belland, et al.,
2006; Lightner, et al., 2007). However, group- and self-efficacy were found to

depend largely on the quality of the group process (Weng-yi Cheng, et al., 2008)
while high school students struggled to work positively in small groups (Achilles &
Hoover, 1996).
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Several studies found that PBL is challenging for teachers to enact despite its
positive benefits. For example, one study found the following barriers to successful
implementation of PBL: (a) projects were time-consuming, (b) classrooms felt
disorderly, (c) teachers could not control the flow of information, (d) it was difficult
to balance giving students independence and providing them supports, (e) it was
difficult to incorporate technology as a cognitive tool, and (f) authentic assessments
were hard to design (Marx, et al., 1997). In addition, the authors found that teachers
generally focused on addressing one or two of these challenges at a time and moved
back and forth between old habits and new ideas, incorporating the new information
gradually and with varied success (Marx, et al., 1994; Marx, et al., 1997). Teachers
also may struggle with entrenched beliefs when attempting to implement PBL. For
example, it may be challenging to negotiate between giving students opportunities
to explore their interests or covering the state standards, allowing students to
develop individual answers or providing students with one correct answer, and
empowering students to direct their learning or controlling the distribution of expert
knowledge (Ladewski, et al., 1991).
In summary, research indicates that PBL: (a) has a positive effect on student
content knowledge and the development of skills such as collaboration, critical
thinking, and problem solving; (b) benefits students by increasing their motivation
and engagement; and (c) is challenging for teachers to implement, leading to the
conclusion that teachers need support in order to plan and enact PBL effectively
while students need support including help setting up and directing initial inquiry,
organizing their time to complete tasks, and integrating technology into projects in
meaningful ways (Brush & Saye, 2008; Krajcik, et al., 1998).

5. Benefits of PBL
There are various benefits associated with PBL approach. With real-life
applications of principles learnt from the course, PBL improves students‟
motivation and gives students a sense of satisfaction (Blumenfeld et al. 1991; Green
1998; Hadim & Esche 2002). Krajcik et al. (1999) note four benefits of PBL:
students develop integrated understanding of materials; students learn to collaborate
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with each other in solving problems; it promotes independent learning as students
assume greater responsibility in their learning; and as PBL involves various types of
tasks, it satisfies different learning needs of students.
PBL has the potential to enhance deep learning as students have to acquire
and apply concepts and principles in solving authentic problems; and it also
promotes critical and proactive thinking as they have to formulate plans and
evaluate solutions (Blumenfeld et al. 1991). In addition, PBL moves students from
passive learning to active learning and is able to improve knowledge retention and
the learners‟ ability to apply prior knowledge in creating their final products (Felder
et al. 2000). Besides enhancing students‟ participation in the learning process
(active learning and self-learning), it also helps to improve communication and
collaborative skills that are important in their working life later (Hadim & Esche
2002).
Most cognitive, emotional and psychomotor aims of project work are
achieved by the majority of students. More specifically, in relation to language
skills, most learners‟ willingness to participate in learning activities increases. They
are more eager to experiment with new language, since they are less concerned with
“sounding silly” (Lightbown and Spada, 1999:31). At the end of the school term,
most students show an improvement in all four language skills. Their speaking and
listening skills, in particular, have the greatest improvement. This is particularly
important, since it is not uncommon for students to have good knowledge of the

linguistic system of the target language, but little listening comprehension and
speaking skills, because they are not provided with opportunities to participate in
real and authentic communication activities.
In addition, students gather a wealth of information about local history from a
variety of sources (books, interviews, and the internet), learn a lot about local
history, and gain in-depth understanding of issues related to local history. These
findings are similar to findings suggesting the development of content knowledge
through project work (Gu, 2004).

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Most students‟ communicative competence develops, mainly discourse
competence, that is, the ability to connect sentences to form a meaningful whole, and
strategic competence, “the verbal and non-verbal communication strategies that may
be called into action to compensate for breakdowns in communication due to
performance variables or due to insufficient competence” (Canale and Swain, 1980).
Their grammatical competence “knowledge of lexical items and of rules of
morphology, syntax, sentence-grammar semantics and phonology”, and sociocultural
competence (using language in a social context) shows less improvement, though.
Their social skills and collaborative skills improve dramatically, which is
consistent with findings in other studies (Coleman, 1992). After the project work
students know that being a team member entails certain obligations, most of them
develop skills for solving in-group conflicts, and learn to be responsible in relation
to the roles assigned to them. Most importantly, all students, regardless of language
performance, or motivational intensity seem to develop their cooperative skills.
Also, their computer skills improve, mainly, the ability to use the internet to search
for information.
To put in a nutshell, PBL is very beneficial to students in general and those of
English in particular. The question here is what the teacher and students do to

maximize the benefits of PBL.
6. Challenges of PBL
Despite numerous benefits of PBL, it presents several challenges for the
teachers; these include: teachers‟ content knowledge, students‟ lack of experience in
PBL and their preferences for traditional-structured approach that emphasize passive
learning, in addition, the organization and administration of PBL can be very timeconsuming (Frank, Lavy & Elata 2003; Helle, Tynjala & Olkinuora 2006). Teachers
perceive that PBL can bring many advantages to the learning experience of the
students; however, as they implement it in the classroom, they may face certain
challenges and they need to adjust their teaching accordingly.
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Moving from transmission approach to the constructivist approach in teaching.
Thomas (2000) reports that one important challenge is the conflict PBL brings to the
deep-seated beliefs of teachers in their approach to teaching and the degree of
balance needed between student control and teacher control over the activities. As
teachers get introduced to PBL, they tend initially to rely on the transmission of
knowledge approach (Blumenfeld, Krak, Marx, & Soloway, 1994). They need time
to transition towards the constructivist approach of PBL, whether it is in sharpening
their skills or changing their beliefs. Teachers must be able to recognize and accept
a shift in their function and become comfortable with implementing studentcentered pedagogies, such as PBL (Grant & Hill, 2006; Rogers, 2010).
Additionally, teachers must be able to tolerate the ambiguity and flexibility of
the dynamic environment created by the student-centered approach. Teachers may
doubt their ability to complete the required curriculum because of the time needed
to spend on projects. In addition, the teachers may be concerned of losing control
over the topic and the behavior of the students, which might prevent them from
allowing students to work in small groups. Therefore, teachers have difficulty
giving their students the time needed to build their skills; instead, they feel that they
need to teach the students the skills before starting the projects (Hertzog, 2007). On
the other hand, Ravitz (2003) posits that even when teachers show enthusiasm about

the constructivist teaching approach after participating in professional development
workshops, they might not find it easy to implement it in their classrooms.
Curriculum and selection of topic. Another challenge facing teachers is the
creation of a balance between district curriculum, testing policies, and the large
content that needs to be covered within a fixed schedule (Krajcik, Blummenfeld,
Marx, & Soloway, 1994; Snyder & Snyder, 2008). Moreover, selecting meaningful
project topics that engage students could also be challenging (Akinoglu, 2008;
Howard, 2002; Wirdinger et al., 2007). On the other hand, teachers may not have
enough expertise on the subject they are teaching to be able to coach the
investigation properly or students might explore areas that are not necessarily
familiar to teachers (Grant & Hill, 2006; Howard, 2002). Therefore once teachers
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