Looking into the Future:

Project-based Learning

in EFL Classrooms

Fredricka L. Stoller

Northern Arizona University

Fredricka.Stoller@nau.edu

Project-Based Learning

Sample projects, showcasing virtually

endless possibilities

Benefits

7-step process

Challenges

Q & A

NOTE: At different junctures, I’ll pose a

question or introduce an issue worthy of

discussion. At that time, I’ll ask you to turn

to a neighbor to consider the question

and/or discuss the issue.

Sample Projects

Native Americans

Astronomy / Space

Higher Education

Comparison & Contrast

Higher Education vs High School

Higher Education in X and Y

Meet the English Faculty

Six Amazing Decades

Six Amazing Decades

Get to Know My Home Town

Walking Through the Ages

Famous Personalities: A Poll

Team Research: Library & Web

Scrapbook with pictures

of foods

& descriptions

Collage of cities

of interest with

written commentary

Report on

health problems

Graphic organizer

with information

about “natural areas”

Rainforests

The Environment

Recycling: Proposal, with rationale, for

school / language program recycling

Recycled arts expo

Trash to fashion show

Saving the Bosphorus

Recycle-Reuse-Reduce

Endangered Species

Alternative Energies

Animal Communication

Global Peace

Elections

Establishment of parties and platforms

Research

Team formation

Rehearsal

Debate

Vote on persuasiveness

Demography/Population

A Win-Win Situation: For the birds

and a world heritage site

What do you think of Indonesia?

Sample Projects

Themes that …

are relevant locally

are of interest to students

can be supported with plentiful print and non-print resources

arouse student curiosity

motivate students

spring from textbook materials

stimulate pride among students

Tangible Outcomes

Written outcomes Summary

Synthesis

Position paper

Argumentative paper

Poster

Newsletter, wall newspaper, Web page

String and pin bulletin board display

Scrapbook

Oral outcomes Oral presentation

• with or without a handout and PowerPoint

Debate

Role play

Simulation

Poster Q & A

Benefits

Adaptable to different student proficiency levels

levels of student preparedness

student configurations

student interests

curricular and language emphases

tangible outcomes

lengths

themes

content resources

Benefits for Students

Plentiful input and output

Authentic integration of skills

Content driven

Engagement in meaningful language,

strategy, and study skill instruction

Benefits for Students

Process & product orientation

Intensity of student motivation,

involvement, enjoyment, creativity

Increased student autonomy and

willingness to take responsibility

Benefits for Students

Engagement in complex sets of

manageable yet challenging tasks (that

are neither too easy nor too difficult, when

carefully orchestrated!)

Involvement in the typical academic cycle:

information gathering, processing, and

reporting

Information

processing

Information

reporting

Information

gathering

Benefits?

What benefits might your students derive

from their involvement in project work?

7-Step Process

Preliminary Steps

Step 1: Agree on a theme for the project

Step 2: Determine the final outcome

Step 3: Structure the project

Preliminary Steps Teacher and Student Roles

Structured projects

Semi-structured projects

Unstructured projects

Preliminary Steps Project Types

Real-world

Simulated

Social-welfare

Temporary

Semi-permanent

Permanent

Library / Web search

Survey/questionnaire

Encounter

Correspondence

Production

Performance

Preliminary Steps

Tangible Outcomes

Written outcomes Summary

Synthesis

Position paper

Argumentative paper

Poster

Newsletter, wall newspaper, Web page

String and pin bulletin board display

Scrapbook

Oral outcomes Oral presentation

• with or without a handout and PowerPoint

Debate

Role play

Simulation

Poster Q & A

Preliminary Steps

Step 1: Agree on a theme for the project

Step 2: Determine the final outcome

Step 3: Structure the project

Step 4

Information Gathering Cycle

Teacher prepares

students for the

language & strategy

demands of information

gathering

Students gather

information

Step 4

Information Gathering Cycle

Interviews

Reading

Web searches/

Web quests

Correspondence

(letters, emails)

YouTubes

Videos

Step 4

Information Gathering Interviews

Question formation

Pronunciation and intonation

Gambits to request repetition, clarification, and elaboration

Recasts

Listening & note

taking

Language of

openings & closings

Topic-related

vocabulary

Key grammatical

structures

Step 4

Information Gathering Reading

Establish a purpose for reading

Make and later check predictions

Skim for main ideas

Scan for particular details

Jot down notes in the margins

Fill in an outline

Read between the

lines

Use organizational

structure for main

idea comprehension

Review key

vocabulary

Step 4

Information Gathering Web search

Establish a purpose

Pose guiding questions

Select key words

Preview to determine suitability

Skim for main ideas; scan for particular details

Take notes

Use vocabulary

learning strategies

Pursue other links to

determine suitability

and extensions

Review transition

words

Navigate the Web

Step 4

Information Gathering Correspondence

Contrast language in

formal letters and

emails

Contrast format of

formal letters and

emails

Review conventional

opening and closing

phrases

Brainstorm

Draft

Revise

word choice

grammatical structures

organization

Peer edit / edit

spelling

punctuation

Step 4

Information Gathering Videos and YouTubes

Establish a purpose

for listening

Pose questions

Review key words &

important signal

words

Review words that

might be

misunderstood

Listen for the gist or

specific details

Decide how to take

notes

Notetaking

Listen again to fill in

missing information

Review key grammar

structures

Step 5

Information Compilation &

Analysis Cycle

Teacher prepares

students for the

language & strategy

demands of compiling

& analyzing

information

Students compile &

analyze information

Step 5

Information Compilation &

Analysis Cycle

Interviews

Reading

Web searches/

Web quests

Correspondence

(letters, emails)

YouTubes

Videos

Step 5

Information Compilation &

Analysis: Interviews

Transcribe taped interviews

Listen for commonly misunderstood words/ sounds

Review transcriptions and identify key information

Reconfigure information (e.g., in grids)

Determine value of collected information in light of project goals

Discard irrelevant data, save relevant data

Summarize or synthesize data collected

Step 5

Information Compilation &

Analysis: Reading

Reconsider purpose

Review notes

Distinguish pertinent

and less pertinent

information

Reread to confirm or

search for other

information

Pull together

information from

multiple sources (e.g.,

in grid, outline)

Paraphrase

Review vocabulary &

grammar

Step 6

Information Reporting Cycle

Teacher prepares

students for the

language & strategy

demands of finalizing

and presenting tangible

outcome

Students finalize &

submit or present

tangible outcome

Step 6

Information Reporting Cycle

Written Outcomes

Review of

paraphrasing and

methods of in-text

attribution

Cautionary notes

about plagiarism

Review of key

grammatical

structures

Another round of

revision

editing

Formatting of

references

Discussions of

manner of

presentation

Submission

Step 6

Information Reporting Cycle

Oral Outcomes

Review of

pronunciation,

intonation, & stress

Discussion of manner

of presentation

openings

closings

eye contact

voice projection

Review of transition

words

Review of key

grammatical

structures

Rehearsal with

feedback

Step 7

Evaluate the Project

Language learned

Strategies learned

Content learned

Experience (process and product)

Steps?

Of the seven steps presented,

which might be most important in your

instructional context?

which might prove most challenging in

your instructional context?

which might your students

benefit from the most?

Challenges

Challenges?

What challenges do you face and/or

foresee with project work?

What challenges do/might your students

face with project work?

Rank order your challenges

from most to least serious.

Challenges

Themes

Level-appropriate content materials

Coherent sets of content materials

Challenges

Sequencing and scaffolding across levels

Variety of experiences across levels

Language and strategy emphases across levels

Time devoted to projects (in & out of class)

Looking into the Future:

Project-based Learning

in EFL Classrooms

Fredricka L. Stoller

Northern Arizona University

Fredricka.Stoller@nau.edu

Q & A