Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11889/6666
Title: A project-based language learning model steered by constructivist theory for developing English 141 and EFL students’ skills at Birzeit University.
Authors: Abed,Tagreed Bajes 
Keywords: Project-based Learning;Organizational learning;Constructivism (Education);English language - Study and teaching (Higher) - Foreign speakers;English communication
Issue Date: Jul-2020
Publisher: LangLit International Peer-Reviewed Open Access JournaL ISSN 2349-5189
Source: Abed,Tagreed(2020).A PROJECT -BASED LANGUAGE LEARNING MODEL STEERED BY CONSTRUCTIVIST THEORY FOR DEVELOPING ENGLISH 141 AND EFL STUDENTS’ SKILLS AT BIRZEIT UNIVERSITY. Proceedings of an International Webinar (JUNE 22-23,2020) entitled “Role of Language in Human Development: A Holistic Approach” . In LangLit International Peer-Reviewed Open Access JournaL ISSN 2349-5189/
Journal: LangLit International Peer-Reviewed Open Access JournaL ISSN 2349-5189/ 
Conference: Proceedings of an International Webinar (JUNE 22-23,2020) entitled “Role of Language in Human Development: A Holistic Approach” 
Abstract: This case study documents the process of implementing a project-based language learning supported by the principles of the constructivist theory to improve English 141 Students’ language skills at Birzeit University. The qualitative method was used and the sample consisted of one experimental group of 25 (male and female) students. The study aimed at marrying between theory and practice. It showed the principles of projects-based learning, the role of students, activities, problems and procedures implemented. Two units were taught within eight weeks anticipating to transfer acquired skills into applicable factual situations Students worked cooperatively and conducted fieldwork activities relevant to the units under study, practiced communicative tasks like interviews, discussion circles, presentations and Jigsaw. The results revealed that if students were allowed to implement non-curricular activities, they would be able to transfer the acquired skills into similar real-life situations. Moreover, it was noticeable that students’ language skills developed fairly well and they became independent learners. Their motivation was increased and cooperation enhanced. This study is expected to be of great benefit to EFL students as well as to teachers of other subjects. It encourages them to indulge in running learner-centered projects in varied fields.
URI: http://hdl.handle.net/20.500.11889/6666
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