Teaching Four Language Skills Using Project-Based Learning (PBL)

Abstract

The article argues that project-based learning (PBL) has important implications to EFL/ESL instruction. Learning the English language needs not only focus on syntax accuracy and competence in communicative performance. More so, higher cognitive processing is equally important as reflected in problem-solving skills, creativity, and selfmanagement. Developing the aforementioned skills can be undertaken through the integration of project-based learning with EFL/ESL instruction. Hence, corresponding teaching and learning strategies need to be institutionalized in determining the extent to which students are able to exhibit the said skills that are not commonly associated to traditional English pedagogy. Drawing from experiences in ESL instruction, the article argues that educational institutions that provide EFL/ESL instruction can benefit by redirecting the curriculum from the traditional emphasis on standardized language  to approaches that attempt to teach fur language skills such as creativity, problem-solving, self-management, and teamwork. Project-based learning is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are representations of their learning. This article examines the theoretical foundations of project-based learning, particularly constructivism and constructionism. Practical advice and recommendations for project-based learning are discussed, including beginning slowly with the implementation, teaching students to negotiate cooperative/collaborative groups and establishing multiple forms of performance assessments.