PROJECT-BASED LEARNING IN ENGLISH CLASSROOMS: A MODERN INSTRUCTIONAL STRATEGY
Том 4 № 7 (2025): Центральноазиатский журнал образования и инноваций 7-9
Аннотация
Project-Based Learning (PBL) has emerged as an effective instructional strategy in English language teaching, fostering student-centered learning, collaboration, and real-world application of language skills. This study explores the implementation of PBL in English classrooms, its impact on learners’ linguistic competence, critical thinking, and engagement. The findings suggest that PBL promotes deeper learning, enhances communication skills, and supports the development of 21st-century competencies such as creativity, problem-solving, and collaboration.
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Библиографические ссылки
Beckett, G. H., & Slater, T. (2005). The Project Framework: A Tool for Language, Content, and Skills Integration. ELT Journal, 59(2), 108–116.
Thomas, J. W. (2000). A Review of Research on Project-Based Learning. The Autodesk Foundation.
Stoller, F. L. (2006). Establishing a Theoretical Foundation for Project-Based Learning in Second and Foreign Language Contexts. In G. H. Beckett & P. C. Miller (Eds.), Project-Based Second and Foreign Language Education: Past, Present, and Future (pp. 19–40).
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House, 83(2), 39–43.
Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the Standard for Project-Based Learning. ASCD.
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