APPLYING PROJECT WORKS IN DIFFERENT STAGES OF EFL TEACHING
DOI:
https://doi.org/10.37547/Keywords:
Project-based learning, EFL teaching, language acquisition, communicative competence, collaboration, critical thinking, student engagement, task-based learning, autonomy, real-world tasks, collaborative learning, language skills development, assessment in project work.Abstract
This article explores the integration of project work in English as a Foreign Language (EFL) teaching at various stages of the teaching process. Through a qualitative research design, it examines the role of project-based learning (PBL) in enhancing language acquisition, fostering collaboration, and promoting critical thinking among students. The study highlights how students’ speaking, writing, and overall communicative competence improve as they engage in real-world projects. By analyzing data collected through classroom observations and interviews, the article demonstrates the effectiveness of PBL in motivating students and increasing their autonomy in language learning. While acknowledging the challenges of aligning project tasks with students' proficiency levels and the need for comprehensive assessment methods, the article concludes that project work offers significant benefits in language development and prepares students for real-life communication. The findings emphasize the importance of structuring project work to suit different stages of learning and fostering a dynamic and interactive classroom environment.
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References
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