PBL the title
Introducing our group
The question of PBL: What
Examples of PBL in EFL in
Solutions and Suggestions
STEPS March 18-19 March 20-21 March 22-23 March 24-25 March 26-27 March 28-29 March 30-31 April 1
Meeting every Tuesday and Friday @Poğaçacı
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.
Project Based Learning in EFL
PBL is more applicable to EFL compared to other
Task Based Instruction and Content Based
PBL is a TBI and CBI but extended to a long term.
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
The process of PBL can be subcategorized under 3
Selecting a topic
Planning and Organization
Sharing the outcomes with other professionals
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
This makes it like a living organism that can adapt
to different environments with original methods
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).
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
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.
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).
Newsletter wall newspaper
Web page String and pin bulletin
Oral presentation with or without a
handout and PowerPoint
Poster Q & A
Adaptable to different
student proficiency levels
levels of student preparedness student configurations
curricular and language emphases
What are the characteristics of a good
PBL in EFL?
What are the problems that PBL face in
How should students who engage in a PBL
in EFL be evaluated?
How can we increase the use of PBL in
EFL in Turkey?
Orkun Gamze Funda Müslüm TOTAL
5 6 5 4 5 25
6 5 6 5 6 28
4 3 2 7 3 19
7 7 7 6 7 34
To what extent is PBL applicable to EFL
in Turkish Educational System?
What are the problems encountered?
What could be the solutions for these
Why is not the use of PBL
in EFL in Turkey common?
Lack of Training
with group work
We have used;
Interviews with professional teachers
Previous articles concerning PBL in EFL
around the world
Current PBL researches in Turkey
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
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?
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
‘‘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
‘‘Para konusunun öncelikli problem olduğunu söyleyebilirim. Diğer yandan
öğretmenlerin de proje bazlı çalışma konusunda teşvik edilmesi lazım.
Seminerler bu konuda yardımcı olacaktır.’’ (Teacher 3)
‘‘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)
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
Formulating suitable problems that include
large goal and specific objectives
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
Student(and parent)-based Problems
Lack of motivation
Change of roles: Students have to change attitude
and go from memorization to active searching for
Unfamiliarity of collaboration and group work in
Low self-esteem to be active in classroom
Reluctance to support project works:
Underestimation of benefits of PBL
Financial problems for big projects
Innovative ideas may not be welcomed by
Meeting the demands and expectations
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
The bureaucratic process can be simplified for teachers and
Teachers can be given the initiative to conduct project works
PBL in EFL should be developed and popularized in Turkey
This may help students to not only learn the topic but also daily
The strengths and capacities of the language learners should not be
PBL gives opportunities to students to make active investigationss that
enable them to learn concepts, apply information and represent their
An active collaboration of administration, teachers and parents is
compulsory for a healthy PBL process
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
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
Köksal, H. (2005, January 1). Imece Circles Project. . Retrieved March 28, 2014,