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Project-based learning Definitions of project-based learning
In terms of pedagogical framework, PBL is regarded as an innovative approach in education. Brandsfort, Brown and Cocking (1999) define PBL as a powerful approach that encourages students to expand the knowledge they have learnt in a new context. Supplying another definition of PBL, Savery (2006, p.12) considered PBL as a constructivist instructional method, in which students are encouraged to interact with each other in teams or groups to apply the knowledge in the classroom in order to solve the problems in their real life under the teacher’s instruction. Furthermore, The Buck Institute for Education defines PBL as “a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.” (Markham, 2003, p. 4). In short, PBL is known as the new approach in language teaching and learning which encourage students to use their knowledge and skills to solve real-life problems. Through PBL, the ways students comprehend the lesson become more and more effectively
Important roles of Project-based learning in English language teaching to students
It is imperative that students be beneficial to the use of PBL as mentioned below:
Self-regulated learning enhancement
As the major purpose of PBL is to assist students to enhance their selfregulated learning performance, students primarily learn how to learn on their own when implementing PBL (Vaiz, 2003). As engaging into implementing PBL through the process of collecting information from different material sources as well as attaining the knowledge via analysis and synthesis, students themselves stand a great chance of comprehending the lessons more thoroughly and apply them into their real-life situations. Through project implementation, their self-regulation improves day by day (Hoang, 2009; Nguyen, 2017).
21st-century skills improvement
Apparently, PBL has substantial benefits to learners as it encourages active inquiry and higher-order thinking skills among learners (Thomas, 1998). Moreover, PBL helps them to constitute improvement in selfreliance, attendance and attitudes towards learning and then have a great influence on the students’ learning behaviors and even their performance (Thomas, 2000, Tran and Duong, 2013b). Moreover, according to George Lucas Educational Foundation (2001), PBL in high school stimulates learners’ engagement into the classroom activities, enhance cooperative learning skills and foster academic learning performance. Obviously, when operating PBL, students may improve their high level cognitive skills, including data analysis, problem solving, decision making… (Winn, 1997). Additionally, thanks to PBL, learners develops their 21st – century skills, including collaborative skills, creative skills, critical thinking skills, problem-solving skills, decision making skills, communicative skills …, all of which are absolutely effective for their own life and supportive of improving their sense of responsibility for social environment (Dori & Tal, 2000; Nguyen, 2011; Pham, 2014).