Lecture № 1 “Introduction to the course”. Aims and content of the course”.

1. Methodology of FLT – the essence of term.

2. Characteristics of the core methodological concepts: method, approach, principles, techniques
and technologies.
3. New pedagogical technologies: essence, general characteristics. Interactive, ICT, CALL,
distance-learning, e-learni

1. In the context of Foreign Language Teaching (FLT), the methodology refers to the
approaches, techniques, strategies, and practices used in teaching a foreign language.
The essence of FLT methodology is to effectively facilitate language acquisition in a
non-native setting. Key components and approaches in FLT methodology include:

Communicative Language Teaching (CLT): This approach emphasizes the ability to

communicate in the target language. It focuses on developing linguistic competence
through interactive, meaningful communication rather than rote memorization of
grammar rules and vocabulary.

Task-Based Language Teaching (TBLT): TBLT revolves around the completion of

meaningful tasks that resemble real-life language use. This method encourages active,
practical use of language and often involves problem-solving activities.

Total Physical Response (TPR): Especially effective for beginners and young
learners, TPR involves physical movement to facilitate language learning. It's based
on the coordination of language and physical movement, helping learners to
internalize new vocabulary and structures.

The Audio-Lingual Method: This method emphasizes repetition, drills, and the
formation of habits to instill language patterns in learners. It was more prominent in
the mid-20th century and has since been largely replaced by more communicative
approaches.

The Direct Method: This approach immerses students in the target language without
using their native language. It focuses on oral skills, everyday vocabulary, and
grammar taught in context.

The Grammar-Translation Method: One of the oldest methods, it focuses on the

translation of texts and the grammatical structure of sentences. It has been criticized
for its lack of focus on speaking and listening skills.

Content and Language Integrated Learning (CLIL): This approach involves teaching a
subject (like history or science) in the target language, thereby learning the language
and the subject content simultaneously.
2. In the context of Foreign Language Teaching (FLT), it's important to understand
the distinctions between core methodological concepts such as method, approach,
principles, techniques, and technologies. Each plays a unique role in shaping how
language instruction is delivered and received.

Method:

Definition: A method in FLT is a set of procedures and techniques used for teaching a
language. It encompasses a well-defined teaching philosophy, along with consistent
practices and pedagogical strategies.

Characteristics: Methods are often comprehensive, with guidelines on how to teach all
language aspects (speaking, listening, reading, writing). Examples include the Direct
Method, the Audio-Lingual Method, and Total Physical Response.

Approach:

Definition: An approach refers to the theories and beliefs about language learning that
underpin methods and techniques. It's more about the general philosophy than about
the concrete procedures.

Characteristics: An approach is often less structured than a method and doesn't

provide a step-by-step procedure. Examples include the Communicative Language
Teaching (CLT) approach and the Natural Approach.

Principles:

Definition: Principles are the fundamental beliefs or guidelines that drive the choice
and application of both methods and approaches. They are often derived from
linguistic, psychological, or pedagogical theories.

Characteristics: Principles are broad and adaptable, guiding teaching and learning
processes. For example, the principle of interactivity emphasizes the importance of
interactive learning in language acquisition.

Techniques:

Definition: Techniques are the specific activities, strategies, or procedures used in the
classroom to facilitate language learning. They are the practical aspects of methods.

Characteristics: Techniques are usually practical, activity-based, and can be adapted

to different methods or approaches. Examples include role-playing, group discussion,
and language games.

Technologies:

Definition: In FLT, technologies refer to the tools and digital resources used to aid
language learning and teaching.
Characteristics: Technologies can range from simple audio-visual aids to
sophisticated software and online platforms. They enhance interactive learning,
provide access to authentic language resources, and can personalize the learning
experience. Examples include language learning apps, online courses, educational
software, and virtual classrooms.

Each of these concepts plays a vital role in shaping the language learning experience.
Effective FLT often involves a blend of these elements, tailored to the needs and
contexts of the learners. Teachers may combine different methods, apply various
techniques, and utilize technology, all guided by underlying principles and approaches
to language teaching.

3. Interactive Technologies:

Essence: Interactive technologies refer to digital tools and resources that promote
active engagement and participation in the learning process.

Characteristics: These include interactive whiteboards, touch screen technology, and

educational software that enable real-time feedback, collaborative learning, and
adaptive learning paths. They often make learning more engaging and personalized.

Information and Communication Technology (ICT):

Essence: ICT in education encompasses a broad spectrum of digital tools and

resources used to facilitate communication, information processing, and access to
educational content.
Characteristics: This includes the use of computers, tablets, the internet, multimedia
(audio, video), and digital communication tools (email, forums, video conferencing).
ICT promotes access to a vast array of resources, supports diverse learning styles, and
fosters digital literacy skills.

Computer-Assisted Language Learning (CALL):

Essence: CALL specifically focuses on using computers and software to aid in

language learning and teaching.
Characteristics: It includes language learning software, online dictionaries,
pronunciation tools, and grammar checkers. CALL can provide individualized
learning experiences, immediate feedback, and a rich array of multimedia content to
enhance language acquisition.

Distance Learning:

Essence: Distance learning involves educational processes where teachers and

learners are physically separated and use technology to interact and learn.
Characteristics: This mode relies heavily on digital communication tools such as
video conferencing, learning management systems (LMS), email, and online
discussion boards. It offers flexibility, accessibility, and the opportunity for learners to
study at their own pace.
E-Learning:

Essence: E-learning refers to structured learning activities that use electronic

resources, typically over the internet.
Characteristics: E-learning can be synchronous (real-time online classes) or
asynchronous (pre-recorded lectures, online courses with flexible timing). It often
includes interactive elements like quizzes, simulations, and gamification. E-learning
platforms can track progress, provide assessments, and offer a diverse range of
learning materials.

Lecture № 2 Communicative language teaching as the leaning outcome of FLT”.

1. Communicative language teaching (Chomsky, 1959, 1965, Hymes 1972, Halliday
1973, van Ek, Canale&Swain, Byram, etc.). Intercultural communicative
competence. Historical background. Subcompetences.
2. Descriptors of (A1, A2, B1, B2) levels of ICC in secondary school.
3. Interactive techniques in developing of ICC.

1. Communicative Language Teaching (CLT) and Intercultural Communicative

Competence:

Communicative Language Teaching (CLT):

Key Contributors:
Noam Chomsky (1959, 1965): While Chomsky's work focused more on theoretical
linguistics, his ideas on Universal Grammar indirectly influenced language teaching
methodologies.
Dell Hymes (1972): Introduced the concept of communicative competence,
emphasizing the importance of understanding and using language in various social
contexts.
Michael Halliday (1973): Developed the systemic functional linguistics theory,
contributing to the understanding of how language functions in communication.
Adrian van Ek, Canale & Swain, Byram, etc.: Scholars who further developed and
refined CLT, emphasizing communication as the primary goal of language learning.
2. Communicative Competence:

Essence: Communicative competence goes beyond just knowing grammar and

vocabulary. It involves the ability to use language effectively in different real-life
situations.
Characteristics:
Grammatical Competence: Understanding and using grammar rules.
Sociolinguistic Competence: Knowing how to use language appropriately in different
social contexts.
Discourse Competence: Understanding and producing coherent and cohesive spoken
or written discourse.
Strategic Competence: Knowing how to use communication strategies to overcome
challenges.
3. Intercultural Communicative Competence (ICC):

Essence: Intercultural Communicative Competence focuses on the ability to

understand and navigate cultural differences in communication.
Key Contributors:
Michael Byram: Developed the concept of intercultural competence in language
education.
Savignon (2002): Expanded on the integration of intercultural competence within
CLT.
4. Components of Intercultural Communicative Competence:

Attitudes: Developing open-mindedness, curiosity, and respect for other cultures.

Knowledge: Acquiring cultural knowledge and understanding of different
perspectives.
Skills: Developing the ability to interpret and relate to cultural differences effectively.
Awareness: Recognizing and reflecting on one's own cultural background and biases.
5. Integrating ICC into CLT:

Cultural Content: Including cultural topics, customs, and practices in language

lessons.
Interaction: Encouraging students to engage in cross-cultural communication and
collaboration.
Reflection: Promoting self-reflection on cultural experiences and biases.
Real-life Contexts: Providing opportunities for language use in authentic intercultural
situations.

2. Level A1 - Novice:

Attitudes:

Shows curiosity about other cultures.

Demonstrates a basic level of respect for cultural differences.

Knowledge:

Recognizes and identifies some cultural customs and practices.

Has basic knowledge of cultural similarities and differences.

Skills:

Participates in simple cultural exchanges, such as greetings and basic conversations.

Demonstrates basic non-verbal communication skills in cross-cultural interactions.

Awareness:

Begins to recognize and question cultural stereotypes.

Shows awareness of one's own cultural identity.

Level A2 - Beginner:

Attitudes:

Shows an increasing interest in exploring diverse cultural perspectives.

Begins to appreciate cultural diversity.

Knowledge:

Understands basic cultural norms and values in different contexts.

Can identify some cultural symbols and traditions.

Skills:

Engages in simple, structured intercultural dialogues.

Demonstrates basic skills in resolving intercultural misunderstandings.

Awareness:

Recognizes and reflects on personal cultural biases.

Shows a developing awareness of cultural differences in communication styles.

Level B1 - Intermediate:

Attitudes:

Demonstrates openness and flexibility in intercultural interactions.

Actively seeks to understand cultural nuances.

Knowledge:

Has a good understanding of cultural norms in various situations.

Recognizes and appreciates cultural diversity within and beyond their immediate
environment.
Skills:

Engages in more complex and spontaneous intercultural conversations.

Demonstrates effective non-verbal communication in diverse cultural settings.

Awareness:

Reflects critically on cultural practices and values.

Identifies and challenges stereotypes in intercultural contexts.

Level B2 - Proficient:

Attitudes:

Displays a high level of empathy and respect for diverse cultural perspectives.

Actively seeks opportunities for deep intercultural engagement.

Knowledge:

Possesses a comprehensive understanding of cultural nuances and subtleties.

Has in-depth knowledge of cultural, historical, and social contexts.

Skills:

Engages fluently and confidently in complex intercultural interactions.

Demonstrates advanced skills in navigating and mediating intercultural conflicts.

Awareness:

Exhibits a high degree of self-awareness and cultural self-reflection.

Acts as an advocate for promoting intercultural understanding and tolerance.

3.Interactive techniques play a crucial role in developing Intercultural Communicative

Competence (ICC) as they actively engage learners in experiences that promote
understanding and appreciation of diverse cultures. Here are some interactive
techniques for fostering ICC:

Cultural Exchange Activities:

Description: Pair or group students from different cultural backgrounds to share
aspects of their culture with each other.

Implementation: Presentations, cultural artifacts sharing, or creating joint projects that

incorporate elements from each culture.

Simulation Games:

Description: Use role-playing or simulation games that involve cross-cultural

scenarios to help students understand different perspectives.

Implementation: Simulate scenarios such as business negotiations, travel experiences,

or diplomatic interactions to encourage problem-solving and empathy.

Cross-Cultural Interviews:

Description: Arrange interviews between students from different cultural

backgrounds, allowing them to ask questions and learn from each other.

Implementation: Prepare a list of interview questions related to cultural practices,

traditions, and values. Students take turns being the interviewer and interviewee.

Culture Journals:

Description: Encourage students to maintain journals where they reflect on their own
cultural identity and experiences while exploring others'.

Implementation: Set aside time for regular journal entries, sharing insights,
challenges, and newfound understandings related to intercultural interactions.

Multicultural Storytelling:

Description: Share stories, myths, and folktales from different cultures to provide
students with a rich understanding of diverse narratives.

Implementation: Read stories aloud, use multimedia resources, or invite guest

speakers to share personal narratives or stories from their cultures.

Debates on Cultural Issues:

Description: Organize debates or discussions on cultural topics that provoke critical
thinking and reflection.

Implementation: Select topics related to cultural diversity, ethical considerations, or

global issues. Encourage students to research and present arguments from different
cultural perspectives.

Language Exchange Programs:

Description: Facilitate language exchange partnerships between students who speak

different languages.

Implementation: Partners engage in language exchange sessions, not only practicing

languages but also sharing cultural nuances associated with expressions and idioms.

Cultural Immersion Activities:

Description: Arrange field trips or virtual experiences that immerse students in

cultural settings, providing firsthand experiences.

Implementation: Visit cultural events, museums, or connect with cultural

communities. Virtual reality or online tours can also offer immersive experiences.

Cross-Cultural Collaborative Projects:

Description: Assign collaborative projects that require students to work with peers
from different cultural backgrounds to achieve common goals.

Implementation: Design projects that integrate diverse perspectives and contributions,

fostering teamwork and intercultural cooperation.

Reflective Discussions:

Description: Conduct regular class discussions that encourage students to reflect on

their intercultural experiences, challenges, and growth.

Implementation: Pose open-ended questions related to cultural awareness,

intercultural encounters, and personal reflections. Create a safe space for sharing and
learning from each other.

These interactive techniques provide opportunities for students to actively engage

with diverse perspectives, fostering the development of Intercultural Communicative
Competence. Teachers should adapt these activities to the specific cultural context of
their students and the learning objectives of their programs.
№3 lecture “Cooperative learning in EFL classrooms”.

1. Cooperative learning (Kagan, 1985; Johnson&Johnson, 1993; Slavin,1996).

2. Cooperative learning strategies.

3. Jigsaw classroom. Cooperative learning for young learners, teens, senior students.

4. Group Discussion.

5. Debates.

1.Cooperative Learning in EFL Classrooms:

1. What is Cooperative Learning?

Definition: Cooperative learning is an instructional strategy where students work

together in small groups to achieve a common goal. It's a collaborative approach that
emphasizes mutual support, shared responsibility, and the development of
interpersonal skills.

2. Key Contributors to Cooperative Learning:

Kagan (1985):

Contribution: Kagan developed structures for cooperative learning, outlining specific

methods and activities to promote positive interdependence and individual
accountability within groups.

Focus: His work emphasizes the importance of structured group interactions in

fostering a positive and cooperative learning environment.

Johnson & Johnson (1993):

Contribution: These researchers highlighted the positive impact of cooperative

learning on academic achievement, social development, and psychological well-
being.

Focus: They introduced the concept of "positive interdependence," where group

members perceive that they need each other to accomplish their shared goals.

Slavin (1996):

Contribution: Slavin's research focused on cooperative learning models and their

effectiveness in various educational settings.
Focus: He emphasized the role of positive interdependence, individual accountability,
and group processing in successful cooperative learning experiences.

3. Principles of Cooperative Learning:

Positive Interdependence:

Students rely on each other to achieve common goals, fostering a sense of shared
success.

Individual Accountability:

Each student is responsible for their own learning and contributes to the group's
success.

Face-to-Face Interaction:

Regular communication and interaction among group members are encouraged.

Interpersonal and Small Group Skills:

Emphasis on developing communication, leadership, and teamwork skills.

Group Processing:

Reflection on the group's functioning and effectiveness, promoting continuous

improvement.

4. Application in EFL (English as a Foreign Language) Classrooms:

Pair and Group Activities:

Engage students in collaborative tasks, such as discussions, projects, or problem-

solving activities.

Language Games:

Use games that require communication and cooperation among students to achieve
language learning objectives.

Jigsaw Reading or Writing:

Divide a reading or writing task into parts, assigning each part to a different group.
Students then collaborate to complete the whole task.

Peer Editing:

Encourage students to review and edit each other's written work, promoting language
development and constructive feedback.
Role-Playing and Simulations:

Have students work in groups to perform role-plays or simulations, enhancing

language skills in real-life scenarios.

Conclusion:

Cooperative learning, as advocated by Kagan, Johnson & Johnson, and Slavin,

provides a powerful framework for creating interactive and engaging EFL classrooms.
By fostering collaboration, positive interdependence, and individual accountability,
cooperative learning enhances language acquisition while developing essential social
and communication skills.

2.Cooperative learning strategies involve structured activities where students work

together to achieve shared goals. Here are some effective cooperative learning
strategies:

Think-Pair-Share:

Process:

Students individually think about a question or topic.

Pair up with a partner to discuss their thoughts.

Share their ideas with the whole class.

Jigsaw Technique:

Process:

Divide the class into small groups, assigning each group a specific topic or part of the
material.

Each member becomes an "expert" on their topic.

Reorganize groups so that each new group has one "expert" from each topic, and
students share their expertise.

Round Robin:

Process:
In small groups, each student takes turns contributing an idea or response.

The process continues until all group members have shared their thoughts.

Numbered Heads Together:

Process:

Each student in a group is assigned a number.

The teacher poses a question or problem.

Students with the same number discuss and collaborate on a response.

A randomly selected student from each group presents the group's answer.

Cooperative Concept Mapping:

Process:

Groups create concept maps together to visually represent their understanding of a

topic.

Encourages discussion and negotiation of ideas within the group.

Peer Teaching:

Process:

Assign pairs or small groups to teach a specific concept to the rest of the class.

Encourages students to research, plan, and present information collaboratively.

Group Investigation:

Process:

Divide the class into groups, assigning each group a specific aspect of a broader topic
to investigate.

Groups conduct research, analyze findings, and present their discoveries to the class.
Collaborative Writing:

Process:

Groups work together to write a story, report, or essay.

Encourages students to contribute ideas, edit each other's work, and create a cohesive
piece.

Team-Game Tournament:

Process:

Pose questions or problems related to the lesson.

Students work in teams to answer questions, earning points for correct responses.

Fosters friendly competition and collaboration.

Cooperative Problem Solving:

Process:

Present a complex problem or challenge.

Students work together to analyze the problem, brainstorm solutions, and implement
their chosen solution.

These cooperative learning strategies promote active engagement, critical thinking,

and effective communication among students. Teachers can choose strategies based
on learning objectives, class dynamics, and the specific content being covered.

3.Jigsaw Classroom: Cooperative Learning Across Age Groups

The Jigsaw Classroom is a cooperative learning technique that was originally

developed by Elliot Aronson in 1971. It's particularly effective for fostering
collaboration and interdependence among students. The approach involves dividing
students into small groups where each member becomes an "expert" on a specific
topic, and then they share their expertise with their peers. The Jigsaw technique can
be adapted for different age groups:
1. For Young Learners:
2. Process:

Divide the class into small groups, ensuring each group has a mix of abilities.

Assign a specific topic or piece of information to each student within a group.

Each student becomes an "expert" on their topic through reading, drawing, or simple
research.

Regroup the students so that each new group has one "expert" from each original
group.

Students share their expertise with their new group through drawing, explaining, or
presenting in a way suitable for young learners.

Benefits for Young Learners:

Encourages teamwork and communication.

Provides opportunities for each child to contribute.

Fosters a sense of responsibility and collaboration.

2. For Teens:

Process:

Divide the class into small, diverse groups.

Assign a section of the material or a specific aspect of a topic to each group member.

Individuals research and become experts on their assigned section.

Regroup students so that each new group includes experts from each original group.

Students present their findings, fostering discussion and collaboration.

Benefits for Teens:

Promotes research and critical thinking skills.

Enhances communication and presentation abilities.

Encourages the development of a deeper understanding of the subject matter.

3. For Senior Students:

Process:

Form groups with a mix of skills and abilities.

Assign different aspects of a complex topic or project to each student.

Allow time for individual research and preparation.

Reorganize the groups to include representatives from each initial group.

Facilitate discussions where students share their expertise and synthesize information.

Benefits for Senior Students:

Develops research and analytical skills.

Encourages peer teaching and collaborative problem-solving.

Promotes a deeper understanding of complex subjects.

Overall Advantages:

Inclusive Learning: Jigsaw ensures that every student plays a crucial role in
theirgroup, promoting inclusivity.

Peer Teaching: Students become teachers, reinforcing their understanding of the

material.

Social Skills: Encourages teamwork, communication, and the development of social

skills.

Active Engagement: Students are actively engaged in the learning process, enhancing
retention and understanding.

Adapting the Jigsaw technique for different age groups allows educators to capitalize
on its benefits while tailoring the approach to the developmental stage and learning
needs of their students.

4. Group discussion is a communication exercise where a group of people share their

ideas, opinions, and perspectives on a given topic. It's a common method used in
various settings, including educational institutions, business organizations, and social
gatherings.
5. Debates are structured discussions in which participants present arguments and
counterarguments on a specific topic. They are a form of public speaking and critical
thinking exercise that can take place in various settings, including academic
institutions, political arenas, and community forums.

Lecture №4 “Task-based learning”

1. Task-based learning (Prabhu, 1987).

2. Types of tasks of TBI (Willis, 1996).

3. Task-based lesson for young learners, teens, senior students.

1. Task-Based Learning (Prabhu, 1987):

Essence: Task-based learning (TBL) is an approach that focuses on language learning

through the completion of meaningful tasks. The emphasis is on communication and
problem-solving, allowing learners to use language in real-life situations.

Key Ideas from Prabhu:

Task as the Core Unit: Prabhu proposed that the task itself should be the central unit
of language learning, and language is acquired as a tool for completing the task.

Meaningful Context: Tasks should have a real-world relevance and engage learners in
purposeful communication.

2. Types of Tasks in TBI (Willis, 1996):

Task Types (Willis):

Information Gap Tasks: Tasks where learners have different pieces of information and
need to communicate to fill the gaps.

Opinion Exchange Tasks: Tasks that involve expressing and discussing personal
opinions.

Reasoning Gap Tasks: Tasks requiring learners to use logic and reasoning to solve a
problem.

Decision-Making Tasks: Tasks involving making choices and decisions

collaboratively.

Task Cycle (Willis):

Pre-task Phase: Introduction of the topic, pre-teaching relevant vocabulary, and
activating prior knowledge.

Task Cycle Phase: Learners perform the task in pairs or groups, with the teacher
monitoring and providing support.

Language Focus Phase: A follow-up stage where the teacher addresses specific
language issues that arose during the task.

3. Task-Based Lesson for Different Age Groups:

For Young Learners:

Task: Creating a Picture Story

Procedure:

Provide each group with a set of pictures.

Ask them to create a story using the pictures.

Encourage them to use English to describe the characters, actions, and settings.

Present their stories to the class.

For Teens:

Task: Debating Social Issues

Procedure:

Divide the class into small groups.

Assign each group a social issue (e.g., environmental conservation, technology use).

Groups research their assigned topic and prepare arguments for a debate.

Conduct a class debate where each group presents their arguments.

For Senior Students:

Task: Designing a Solution to a Problem

Procedure:

Present a real-world problem relevant to the students' field of study.

In groups, students brainstorm and propose solutions.

Develop a presentation outlining their proposed solutions and reasons.

Groups present their solutions, and a class discussion follows.

Conclusion:

Task-based learning offers a dynamic and communicative approach to language

acquisition. By incorporating varied task types and adapting lessons to different age
groups, educators can create engaging and effective language learning experiences.
The tasks should be meaningful, relevant, and encourage learners to use language as a
tool for communication and problem-solving.

Lecture №5 “Project-based learning in EFL classrooms” (PBL).

1. The essence of PBL. Founders of PBL. Historical background.

2. Key features of PBL.

3. Procedure of conducting PBL in EFL classrooms for young learners, teens, senior
students..

4. The benefits of PBL in EFL classrooms.

5. The difficulties in implementing PBL.

1. The Essence of PBL: Founders and Historical Background:

Essence of PBL:

Project-Based Learning (PBL) is an instructional approach where students learn by

actively engaging in real-world projects. The emphasis is on exploring and solving
complex problems, applying knowledge, and developing essential skills through
hands-on projects.

Founders and Historical Background:

The concept of PBL has roots in the educational philosophies of John Dewey and
William Heard Kilpatrick, who advocated for experiential and project-based
approaches in the early 20th century.

In the 1960s and 1970s, educators such as Jerome Bruner and Howard Gardner further
contributed to the idea that learning is more effective when it involves the application
of knowledge in meaningful contexts.
PBL gained momentum in the 1990s with educational reformers like Howard Gardner
and project-based models developed by the Buck Institute for Education (BIE) and
others.

2. Key Features of PBL:

Authenticity: Projects are designed to reflect real-world problems and scenarios.

Inquiry and Exploration: Students engage in inquiry, research, and exploration to find
solutions.

Collaboration: PBL emphasizes teamwork, fostering collaboration and

communication skills.

Student Autonomy: Learners have autonomy in defining project goals, methods, and
assessments.

Integration of Subjects: PBL often involves the integration of multiple subjects or

disciplines.

Reflection: Regular reflection and evaluation are embedded in the PBL process.

3. Procedure of Conducting PBL in EFL Classrooms for Different Age Groups:

For Young Learners:

Project: Creating a Storybook

Procedure:

Introduce the project by discussing the elements of a story.

Have students work in groups to create their own storybooks using English.

Encourage them to incorporate language learned in class.

Present their storybooks to the class.

For Teens:

Project: Cultural Exchange Documentary

Procedure:

Assign each group a country or cultural topic related to English-speaking regions.

Students research, create a documentary, and present findings.

Focus on language use, cultural aspects, and effective presentation skills.

 For Senior Students:

Project: Global Issue Analysis

Procedure:

Identify global issues relevant to English-speaking countries.

Students choose a topic, research, analyze, and propose solutions.

Develop a comprehensive report and present their findings.

4. The Benefits of PBL in EFL Classrooms:

Language Application: PBL promotes the practical application of language skills in

real-world contexts.

Critical Thinking: Students develop critical thinking and problem-solving skills.

Communication Skills: PBL enhances communication and collaboration skills.

Motivation: Engaging projects increase student motivation and interest in language

learning.

Holistic Learning: PBL allows for the integration of language skills with other
disciplines.

5. The Difficulties in Implementing PBL:

Time Constraints: PBL may require more time than traditional teaching methods.

Assessment Challenges: Designing effective assessments for diverse projects can be

challenging.

Resource Availability: Some projects may require resources that are not readily
available.

Teacher Training: Educators may need training to effectively implement PBL.

Classroom Management: Managing groups and ensuring equal participation can be

challenging.

Despite challenges, the benefits of PBL in fostering meaningful language learning

experiences and developing essential skills make it a valuable approach in EFL
classrooms. Careful planning, teacher training, and ongoing support can help
overcome implementation difficulties.