RESEARCH TITLE: STUDENTS

PERCEPTIONS ON THE USE OF PROJECT

BASED LEARNING TO LEARN ENGLISH
IN CLASSROOMS
NAME OF RESEACRHER : UVARANI RETNAM
COURSE NAME: ADVANCED RESEARCH METHODS
COURSE CODE:BBR60104
LECTURER: DR.CHARANJIT KAUR SWARAN SINGH
SEMESTER:1
 CHAPTE
R 1
Introduction
 Project based learning refers to the theory and practice of utilizing real-world work assignments
on time-limited projects to achieve mandated performance objectives and to facilitate individual
and collective learning (Smith and Dodds,1997). In this study we are looking into the
perceptions of students in learning English using PBL in their classrooms. The use of projects
for both learning and task achievement is most typically associated with action learning, which
assumes that students learn most effectively when working on real-time problems that occur in
their own work setting. PBL is a great structure for students to practice collaboration within
teams. Done well, group work guides team members to help each other understand the content
and tackle complex tasks that build deep knowledge of core concepts.
BACKGROUND OF THE STUDY

 PjBL stresses learning by doing (Markham, Larmer, and Ravitz 2003). It begins
with a driving question or challenge, which creates a need to know essential
content and skills and requires in-depth investigation to get to the answer and
develop the skills. It values teamwork and collaboration among participants.
Students are often divided into groups of varied sizes, where they work together,
share their findings and decide how to best represent their new knowledge. They
must learn to work in a community and therefore take shared responsibilities and
credits
 Problem statement

Lev Vygotsky’s studies of description of the circumstances under which students learn best is yet another theoretical
framework for project-based learning. Vygotsky defined the Zone of Proximal Development as "the distance between
the actual developmental level as determined by independent problem solving and the level of potential development as
determined through
problem solving under adult guidance, or in collaboration with more capable peers" (Vygotskiĭ
& Cole, 1978 p. 86).
Reseacrh purpose

 To investigate the use of project based learning among students in learning

English language in the classrooms and identify the appropriate types of PBL in
teaching English Language in classroom.
Research objectives
Research questions

What are students perception towards the use of PBL
to learn English? (Interview)
How do students find the use of PBL in learning ?
What are the challenges students do face when
carrying out the PBL?
Significance of the study

 Students will be able to use project based learning to learn English language in
the classroom.
 Teachers would promote a friendly learning environment for the classroom and
increase the confidence among learners, as they have an opportunity to
accomplish the learning process by themselves.
 It stimulates them to experience a real-life situation and learn how to cope with it.
OPERATIONAL DEFINITION
RESEARCH DESIGN

 This study employed both a qualitative research design using research method to
determine the students’ perceptions towards the use of PBL in promoting English
language learning in the EFL classroom.
 CHAPTER 2
 LITERATURE REVIEW
(Basilotta Gomez-Pablos et al., 2017; Choi, Lee & Kim, 2019; Kokotsaki et
al., 2016). PBL is an active student-centered form of instruction which is
characterized by a student’s autonomy, constructive investigation, goal-setting,
collaboration, communication and reflection within real-world practices by
presenting learners with problems or a certain situation and motivating learners
to identify and carry out the solutions. It provides opportunities for students to
carry out learning activities by working on collaborative projects.
Besides, project work encourages students to gather more in-dept knowledge
and sharpen their skills in research. Moreover, students can develop creativity
by doing projects and solving problems (Anazifa & Djukri, 2017; Kean &
Kwe, 2014).
 CONCEPTUAL FRAMEWORK
Learners are more
active in the class
with PBL Active
students observations
(Coleman, 1992; involment
Kimsesiz et al.,
Effect of PBL on 2017; Pinter &
learning English in Cisar, 2018).
classrooms

Not all
Peers involvement
students are
during the project interviews
involved in
based learning
one time