Project Based Learning in EFL

in Turkey

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

 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

Group Name:

Meeting every Tuesday and Friday @Poğaçacı @5p.m.

Léonthe

professionals

What is Project Based Learning?

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)

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.

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)

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)

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).

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)

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).

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

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

PBL in EFL Samples

Local Cultural Events in Turkey

My Favorite Movie

Jobs

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?

Numan

Orkun Gamze Funda Müslüm

TOTAL

1st problem

5 6 5 4 5 25

2nd problem

6 5 6 5 6 28

3rd problem

4 3 2 7 3 19

4th problem

7 7 7 6 7 34

Research Problem

24%

26%18%

32%

Total

1st Problem2nd Problem3rd Problem4th Problem

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?

 

  

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

Methodology

We have used;

Interviews with professional teachers

Previous articles concerning PBL in EFL

around the world

Matrix Diagram

Current PBL researches in Turkey

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?

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

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)

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)

Findings

Curriculum-Based Problems

The time required to perform PBL in English language classrooms is limited

It is difficult to teach grammar with PBLThe topics are not authentic enough for

PBLModern needs of English learners are not

emphasized Formulating suitable problems that

include large goal and specific objectives

Teacher-based ProblemsTime and effort consumingChange of roles: teachers have to shift

from transfer of information to a tutor’s and guide role

Lack of motivationSetting up approriate assessment is

difficult in PBL

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

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

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

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

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%3Aulusalcalismalar&id=46%3Aimece&format=pdf&option=com_content&Itemid=72&lang=en

References Links for images

http://weheartit.com/entry/108099139/tag/leon%20the%20professional?context_user=elektrike

http://www.lordoftherings.net/

http://lotr.wikia.com/wiki/Lord_of_the_Rings_film_trilogy?file=Ringstrilogyposter.jpg

http://www.personabubble.com/blog/wp-content/uploads/2013/04/different-occupations2.jpg

https://www.facebook.com/photo.php?fbid=10151910176388108&set=a.452047908107.225606.703658107&type=1&theater

Special Thanks to Dr. Hayal KÖKSAL