Course work done by

MINISTRY OF HIGHER AND SECONDARY
SPECIAL EDUCATION OF THE REPUBLIC OF
UZBEKISTAN

URGANCH STATE UNIVERSITY

THE DEPARTMENT OF ROMAN-GERMAN PHILOLOGY
The Role of PBL in teaching and learning
COURSE WORK
Done by: ___________________________
Supervisor: ___________________________
URGANCH– 2022
CONTENTS
I. INTRODUCTION
PLAN

1. Project-based learning Definitions of project-based learning.
2. 21st-century skills improvement.
3. Implementing Borrowed Pedagogical Approaches.
4. Discussion.

II. CONCLUSION
III. THE LIST OF USED LITERATURE

Introduction
It is obvious that the history of language teaching has significantly innovated in the 21st century (Tran & Duong, 2018a). Traditionally, it was simply to supply students with merely fundamental knowledge, teachers played a dominant role in teaching and learning acquisition and students acted passively in the language classroom and the knowledge they gain was merely limited inside the classroom. Students were more familiar with “teacher-talk” environment and depending heavily on the textbook and the teachers’ feedings. But for the teachers’ adequate and sufficient assistance, the students might have been disoriented and goalless. Along with the continuous development in teaching and learning language, it is vital that the teachers shift the traditional methods into the innovative ones. Project-based learning is one of the ideal options for teachers to teach students in the modern classroom. As Bender (2012) indicates that when teachers utilize project-based learning (PBL), they change their traditional roles into the new modes of teaching. Therefore, one of the effective ways to foster students’ ability is to implement project-based learning for students to acquire knowledge and skills in their learning process as Bell (2010) and Bradford (2005) assert that the 21st century skills are in associated relationships with PBL. According to an educator and philosopher, Dewey (1959), who is considered as one of the pioneers of Project-based learning, when students implement meaningful tasks related to problems in real-world situations, they can achieve more profound comprehension. Many researchers such as Krajcik, Czerniak and Berger (1999) and Helle, Tynjala and Olkinuora (2006) have regarded Project-based learning as an alternative choice for teaching as it is a powerful tool for students to engage more in solving real-world problem. It is believed that Project-based learning assists students to take part in learning activities as active and confident participants (Doppelt, 2003; Krajcik, Blumenfeld, Marx, & Soloway, 1994). Moreover, projects are the combination of the new and prior knowledge and skills that students experience in the past and present in order to promote students’ self-direction and motivation. These combinations are imperative in language acquisition as effective ways for students to revise what they have learnt and how to apply it into their real life.
In the context of Vietnam, some research has been conducted in terms of project-based learning. In the study mainly on theory by Nguyen (2011), she focuses on the definitions, the benefits of PBL as well as the process of implementing PBL effectively. According to Nguyen (2017) and Truong (2017), projects have great influence on enhancing learner autonomy in language teaching and learning. In Hoang’s (2012) study, she shares her useful experience in implementing a project in her teaching. Pham (2014) indicates that students have the positive attitudes towards Project-based learning and PBL has beneficial impacts on students’ speaking performance. However, the application of PBL into English language teaching and learning is not prevalent, especially in the context of high school.
Comprehending the imperative roles of PBL to facilitate students’ learning and create productive classroom environments for the students to enhance students’ fundamental skills and the 21st century skills as well as learner autonomy, the Ministry of Education and Training (MOET) attempts to initially introduce and apply PBL in the new the ten-year English textbooks designed by the National Foreign Language 2020 Project. Project is recommended in each unit with the aim of aiding high school students to be familiar with implementing projects and assist students to achieve fruitful outcomes in the future through learning autonomy. Students in the 21st century have become more and more autonomous, active and creative in their study process. At some high schools in Vietnam, students have been familiar with operating with PBL since they learnt the new English Textbook in 2013. However, the frequency of project implementation is not as expected due to the inadequate skills as well as self-regulated learning ability. Therefore, the aims of this paper are to discuss the important roles of PBL in teaching English to students and the challenges that teachers and students face during PBL implementation process as well as some pedagogical implications of the use of PBL.
Project-based learning is an instructional model that is based in the constructivist approach to learning. Some key concepts of constructivism are discovery learning, zone of proximal development, scaffolding, cognitive apprenticeship, coaching, context, collaborative learning, and the nature of assessment (Duffy & Cunningham, 2005). Not only does constructivism aim at the construction of knowledge, but it also entails the construction of knowledge with multiple perspectives and within a social activity, it is context dependent, and it allows for selfawareness of learning and knowing (Duffy & Cunningham, 2005). Project-based learning is one instructional model, among others, that encompasses all these aspects of constructivism.