The document discusses project-based learning (PBL) in the context of teaching English as a foreign language (EFL) in Turkey, highlighting its benefits, challenges, and implementation strategies. It reviews literature on PBL, including its adaptability to various educational settings and the necessity for collaboration among students, teachers, and administrators. Finally, it provides recommendations for improving PBL integration within the Turkish educational system, emphasizing the importance of training and support for educators.

1. Project Based Learning
in EFL
in Turkey

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

4. Group Name:
Meeting every Tuesday and Friday @Poğaçacı
@5p.m.

5. What is Project Based
Learning?

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

15. PBL in EFL Samples

16. Local Cultural Events in Turkey

17. My Favorite Movie

18. Jobs

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

21. 24%
26%
18%
32%
Total
1st Problem
2nd Problem
3rd Problem
4th 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)

29. Findings

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
http://www.hayalkoksal.com/V1/index.php?view=article&catid=34%3Aulusalcalism
alar&id=46%3Aimece&format=pdf&option=com_content&Itemid=72&lang=en

37. References
 Links for images
 http://weheartit.com/entry/108099139/tag/leon%20the%20professional?cont
ext_user=elektrike
 http://www.lordoftherings.net/
 http://lotr.wikia.com/wiki/Lord_of_the_Rings_film_trilogy?file=Ringstrilogyp
oster.jpg
 http://www.personabubble.com/blog/wp-
content/uploads/2013/04/different-occupations2.jpg
 https://www.facebook.com/photo.php?fbid=10151910176388108&set=a.4520
47908107.225606.703658107&type=1&theater

38. Special Thanks to Dr. Hayal KÖKSAL