Project-based language learning (PBLL): a methodology to develop english in foreign language classrooms

Abstract

The present research synthesis aims to understand the effects of Project- Based Language Learning (PBLL) on English as Foreign Language classrooms. Additionally, PBLL theoretical foundations, nature and important findings of previous literature are explained. Twenty-five studies that applied PBLL on EFL classrooms were categorized according to some established inclusion criteria. All of the studies were deeply analyzed based on three aspects: most common PBLL techniques, effects of PBLL on language skills, and effects of PBLL on students' attitudes. The results of the analysis firstly showed that the most common PBLL teaching techniques were peer/group discussions, internet research, implicit teacher instruction, collaborative writing and making videos. Second, PBLL fostered the development of all four skills although most research studies focused more on productive skills. Third, most studies reported that PBLL influences positively on students’ attitudes. Further research on the practice of PBLL is recommended to broaden the knowledge upon the PBLL application in specific language level or age contexts, more alternatives to involve technological techniques in PBLL, importance of scaffolding techniques in project stages, and deeper effects of PBLL in English language skills and components