PROJECT-BASED LEARNING

A framework for
project-based
learning in TESOL
Jason Anderson looks at ways of using this collaborative and communicative approach.

W hile teachers of all subjects have

made use of projects for many
years, there has been a steady increase
TESOL, examples of possible project
types and a framework that teachers can
use to plan and implement projects in
systems around the world (Barnes,
2015), project-based learning (PBL)
has come to the fore as an original and
in interest in project-based learning the English language classroom. appropriate means to structure learning,
to engage and inspire learners in the and a number of frameworks for PBL
English language classroom over the Projects have been a part of mainstream have been developed to help teachers
last decade at primary, secondary and education for many decades. I to bring together and apply learning
tertiary levels, paralleled by increasing remember my own enthusiasm for two from different subjects to practical, often
evidence of its positive impact on projects in my own rather traditional real-world problems and situations (e.g.
learning and engagement (e.g. Astawa et education in the UK in the 1980s. Grossman et al, 2018). However, there is
al, 2017). This article provides an original However, with an increased interest in less clarity regarding exactly what PBL
definition for project-based learning for cross-curricular education in school means for language teachers – How do
we define PBL in our field? Is PBL just a
longer version of task-based language
teaching (TBLT)? What projects types
are appropriate and possible for
language learning? And – fundamental
to all of these issues – how exactly do
we use projects in the classroom to
facilitate effective language learning?
This article provides possible answers
to these questions, offering a personal
opinion for critical appraisal.

A working definition of
PBL for language learning
This working definition of PBL draws
critically upon several influential
sources, both in language teaching
and mainstream education (Grossman
et al, 2018; Moss & Van Duzer, 1998;
Thomas, 2000; Turnbull, 1999) to
identify key elements that are likely to
support language learning effectively:

Project-based Learning in the

additional language classroom (e.g.
TESOL) involves learners working in

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PROJECT-BASED LEARNING

fixed groups for a planned period to interaction between English and other
“.....by focusing research a phenomenon or study a subjects, and cooperation with other
problem, and produce one or more teachers. A project with a subject-
on the products ‘products’ in the target language specific focus (e.g. history, biology)
(e.g. English) as evidence of their could easily be extended to the English
of learning, enquiry. It is cross-disciplinary (i.e. classroom – providing some products
linked to other subjects), provides require the use of English. In such
PBL not only agency to learners (e.g. to choose instances, the English teacher may
their topic focus), develops higher take on a CLIL-support role of sorts.
allows, but order cognition, and encourages the Alternatively, a cross-curricular project
use of practical skills in collaborative can include one or two products in
encourages environments that simulate real English, which is feasible at primary
world contexts (e.g. work, academic levels when one teacher often teaches
translingual research, etc.). all subjects to the class.

interaction While learners can engage in

How project-based
projects alone, this definition views
between collaboration – a means to facilitate
learning is different from
peer instruction and develop social task-based learning
learners during skills – as key to maximising the While some writers see PBL as
potential of projects, and sees essentially an extension of task-based
the process, only the products of the project as language teaching (e.g. Bilsborough,
necessary outputs, avoiding making n.d.) I think it’s important to separate
providing that any impositions on the processes the two. In TBLT, the focus is on
involved during the research and creating opportunities for meaningful
the products development of the product. As such, interaction in English, particularly
PBL is here defined as a product-, not spoken, with task cycles typically
themselves process-based approach. taking place wholly within single
lessons and no requirement for a
meet our This definition provides a basis for us, tangible product as a result of the
as English teachers, to design our own interaction. As such, it tends towards
assessment projects based directly on our learners’ a focus on process as a means to
needs with regard to both language facilitate language learning, and
criteria.” learning and other educational interests. is particularly effective in ‘mixed
It also allows for flexible levels of L1’ classrooms, where learners are
essentially forced to communicate
in English as the only or main lingua
franca. This can be much more of a
challenge in a ‘shared L1’ classroom,
where learners often, quite logically,
switch to their other language(s) to
complete the task – succeeding in
the goal, but short-circuiting our hope
that they would acquire English
during the process.

In contrast to this, by focusing

on the products of learning, PBL
not only allows, but encourages
translingual interaction between
learners during the process, providing
that the products themselves meet
our assessment criteria. Depending
on our aims, these could include
producing written documents (e.g.
reports, stories), audio-visual displays
(e.g. Powerpoint presentations or
online vlogs), or spoken presentations

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 PROJECT-BASED LEARNING

(e.g. TED-type talks or drama

presentations). We can complement
this by providing further input
materials in English (e.g. texts or
videos), or project focuses that
require learners to conduct research
in English (e.g. on a place, custom
or person for whom there is little
information online in the students’
L1), to ensure that PBL encourages
them to engage in both receptive
and productive skills work involving
the target language. Given that many
of our learners will go on to jobs
or academic study in multilingual
contexts, where their L1s will often
play an important role in social
interaction at work (see Anderson,
2018), it can be argued that PBL
creates a more realistic – ‘authentic’
even – work-like environment for
learners to use English as part of Table 1: A taxonomy of six project types
their wider languaging repertoire,
thereby sidestepping the ‘English simpler Research and Presentations to classmates on people,
hobbies, places or other areas of interest (e.g.
only’ communication fallacy that present projects a favourite English language song).
is basal to TBLT.
Writing With original texts as the key product, either
projects fictional or true, narrative or analytical (e.g.
Examples of project types local news stories, written for classmates and
published via a free school newspaper).
Table 1 provides examples of six common
project types, structured from simpler Drama projects Often work best as PBL if they involve creative
interpretations of real historical events
to more complex (from a management (e.g. a national independence struggle)
perspective), with the latter projects or contemporary problems (e.g. the Covid
often also requiring greater creativity, epidemic) to encourage factual research and
evaluation, synthesis and application synthesise with fiction.
of ideas – thus developing higher order
Design problem The project brief typically asks learners to
thinking skills (Anderson et al, 2001). solve a specific problem or fill a gap in our
projects
day-to-day lives (e.g. design a park for wildlife
and people in our city; design a monument
A framework for project- to a leading figure in our country; design an
based learning invention for ‘Dragon’s Den’).
Figure 1 provides a basic framework Business Similar to the previous, but involves case study
to help you and your learners to plan, problem synopses of business problems, especially
implement, assess and learn from useful in tertiary contexts (e.g. save a failing
projects
cafe or restaurant; improve a well-known
projects. At each stage, several key
supermarket chain or transport service).
areas of importance are highlighted.
While it is likely that the planning and Research Useful in academic contexts, with students
materials development will be the projects working together to answer (usually
qualitative) research questions through
teacher’s responsibility initially, once
original data collection and presentation
your learners gain experience in PBL, (e.g. How happy are students with university
they may also be able to plan projects services? How has life changed since our
with you, create materials (e.g. each parents were children?).
group writes a business case study
‘Real product’ The product of these projects is shared and
for another group’s business problem used in the real world (e.g. develop a website for
projects
project), and assess both their own English learners planning to take an important
and their classmates work (e.g. by exam; improve the events calendar for the
more school; design, print and hang subject-specific
providing anonymous feedback on complex ‘learning posters’ in the university canteen).
peers’ products).

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 PROJECT-BASED LEARNING

Figure 1 A framework for project-based learning

Of all the stages shown in Figure 1, also apportion marks for teamworking invention or a ‘solution’ respectively).
it is usually planning that is most skills to encourage learners to work During this stage, learners are expected
important to the success of a project. well together; and sometimes even to work without the teacher’s direct
Firstly, it is important for us to select for peer evaluation. Thus, your final support in their project groups for
the members of each group carefully assessment weighting for a Research periods of time, and the teacher is able
(avoid groups of over five members and Present project could be similar to to respond when required to learner
if possible: Anderson, 2019); we may the one shown in Table 2. You should needs, questions, problems, etc. As
sometimes opt for mixed ability groups also provide brief descriptors for full the project progresses, the teacher’s
if, for example, we want to prioritise marks for each of these elements (e.g. focus is likely to move from checking
shared interests, and sometimes for ‘The report is clearly organised with that groups are on task and working
similar ability groups to ensure that all appropriate headings and sub-headings appropriately, to visiting groups for
group members are challenged and in a logical order.’). short periods of time (project tutorials)
contribute equally. Secondly, time to get an update, offer advice, support
needs to be planned carefully, both At the heart of project-based learning and even critique to push learners to
how much we can devote to project is the collaborative project work itself. develop their projects appropriately.
work each week, and how long the This includes two basic activity types: Obviously, you as teacher can also
project lasts; one project per term is background research (including create English-use opportunities at
probably more feasible in secondary accessing, processing and drawing on such times by speaking mainly or only
and tertiary contexts. But perhaps most texts, both written and oral, created English, and encouraging or requiring
important at this stage, and sometimes in English) and product development, that they respond in English, creating a
overlooked, are the project assessment which involves producing something further functional reason for learners to
criteria. These will typically divide in English, both as the primary product use English.
marks between different products, (e.g. the posters, website or news
and between different aspects of the stories mentioned in Table 1) and While products are presented at the
product (e.g. structure, originality of also as descriptive supplements to a end of a project, you will need to
ideas, quality of English). You can concrete or abstract product (e.g. an think carefully about the presentation

48 www.modernenglishteacher.com n Volume 30 n Issue 2

 PROJECT-BASED LEARNING

formats at the start of the project – this is Table 2: Weighting of marks for an example
necessary to ensure both that the project Research and Present project
meets your intended outcomes, and that
these are reflected in the assessment nn accompanying audio/visual elements (20%)
40% Presentation
criteria (which should always be nn oral presentation (20%)
provided to the learners at the start of nn organisation (5%)
the project); another reason why your nn detail (covering all required areas) (10%)
project needs to be carefully planned. A 30% Report
nn clarity of English use (5%)
well planned, term-length project may nn usefulness of recommendations (10%)
have two or more different products,
including, for example: nn harmony (5%)
Teamwork nn division of labour (5%)
20%
nn Oral presentation to class (with or skills nn drawing on everyone’s strengths (5%)
without PowerPoint, each group nn peer support (5%)
member contributes)
Peer nn based on number of votes from other
10% teams for each presentation
nn Written presentation (e.g. structured assessment
report, submitted article)
Grossman P, Dean CGP, Kavanagh SS &
nn Online presentation (e.g. blog post, a periodical such as this one. Finally,
Herrmann Z (2018). Preparing teachers for
website,YouTube video/vlog) make sure your role in this venture is project-based teaching. Phi Delta Kappan
documented in your own professional (100) 7, 43–48.
nn Drama presentation (e.g. of historical
development appraisal, and on your CV. Moss D, & Van Duzer C (1998) Project-based
event)
Learning for Adult English Language Learners.
nn ‘Pitch’ presentation (e.g. Dragon’s If everything goes well with the pilot study, Washington DC: National Clearinghouse for
Den; pitching an idea to the board it may be possible to assign a portion of ESL Literacy Education.
of directors) your learners’ yearly assessment to PBL Robinson K & Aronica L (2015) Creative
projects (i.e. continuous assessment), Schools: Revolutionising Education from the
nn Poster presentation (with a mingle Ground Up. London, UK: Penguin.
thereby reducing the pressure of high
activity involving mini-presentations
stakes exams at the end of the year, and Thomas JW (2000) A Review of Research on
throughout)
increasing the range of skills, qualities Project-Based Learning. [online]. Available
nn Launch of a ‘real world’ product and types of English use you value among at: https://www.semanticscholar.org/paper/A-
REVIEW-OF-RESEARCH-ON-PROJECT-BASED-
your learners to develop the range of
nn Publication of a research article LEARNING-Thomas/556a3e15b4cfe31588cff52
twenty-first century skills they will likely 0206fcf764a413c25#references
(e.g. in a university department or
need in their future lives (Robinson &
academic journal) Turnbull M (1999) Multidimensional project-
Aronica, 2015).
based teaching in French second language
(FSL): A process-product case study Modern
Taking the first steps: References Language Journal (83) 548–568.
a project-based approach Anderson J (2018) Reimagining English
to implementing PBL language learners from a translingual
A closing piece of advice relates to how perspective. ELT Journal (72) 26-37.
you might begin to implement PBL in Anderson J (2019) Activities for Cooperative
your institution. Obviously, it’s a good Learning. Stuttgart, Germany: Delta Publishing.
idea to start with a fairly simple project Anderson LW, Krathwohl DR, Airasian PW,
as your initial ‘pilot study’, and to do Cruikshank KA, Mayer RE, Pintrich PR, Raths J
so collaboratively with two or three & Wittrock MC (2001) A Taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom’s
colleagues to share the workload – also
Taxonomy of Educational Objectives (Complete
get the support of your head of English/ Edition). New York: Longman. Jason Anderson is a teacher educator,
director of studies whenever possible. As educational consultant, award-winning
Astawa NLPNSP, Artini LP & Nitiasih PK (2017) author, and researcher, who works in
such, you can turn this first experiment
Project-based learning activities and EFL both language teaching and mainstream
into a CPD project for you and your students’ productive skills in English. Journal of education. He has supported teachers
colleagues: planning collaboratively, Language Teaching and Research (8) 1147–1155. in over 20 countries for organizations
implementing at the same time (you including UNICEF, the British Council and
Barnes J (2015) Cross-curricular Learning 3-14 Warwick University, and published research
could even get classes to present products (third Edition). London: Sage. on areas including multilingualism,
to each other), and then engaging in teaching methodology, teacher reflection
Bilsborough K (no date) TBL and PBL:
reflection and self-evaluation as a team and lesson planning. His website includes
Two Learner-Centred Approaches. [online].
at the end of the project. You can plan to a wide range of free resources and
Available at: https://www.teachingenglish.
talks for language teachers and teacher
present to colleagues at a CPD workshop, org.uk/article/tbl-pbl-two-learner-centred-
educators: www.jasonanderson.org.uk
a conference, or through an article in approaches

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