Republic of the Philippines

DAVAO ORIENTAL
STATE UNIVERSITY
A university of excellence, innovation, and inclusion

EL 120- Technology for Teaching and Learning (Technology in Language

Education)

Nature of Project-Based and

Problem-Based
Approaches in Language
Teaching

Submitted by:
Group 3
Bagay, Patricia Hazel Yvonne M.
Garcia, Mark Anthony J.
Jamili, Rosevel D.
Labarejos, Khrishan R.
Lancian, Rafaella Gwen D.
Langam, Alvin C.
Lapay, Stephanie Nicole V.
Lepalam, Joshua P.
EDE-2A

Submitted to:
Joanna Marie B. Escalante, MAEd
Faculty, BSed-English
Faculty of Teacher Education
 Nature of Problem-based Learning

Problem-based learning (PBL), a term developed by Barrows and

Tamblin (1980), is described as the “basic human learning process that allowed
primitive man to survive in the environment.” This approach is learner-centered,
empowering students to conduct research, integrate theory and practice, and
apply knowledge and skills to solve a defined problem (Savery, 2006).

In PBL, students work in small groups to address a given problem, which

helps them develop knowledge and problem-solving skills. This process may
involve inquiry and the solving of open-ended questions. In this approach, the
problem is presented to the students before they learn the material,
encouraging them to explore and understand the concepts required to solve the
problem. These problems are typically focused on a specific content standard
and are designed to be applied to real-life situations that students might
encounter.

According to Barrows (1986), PBL is a reiterative process that involves

encountering the problem, solving it using clinical reasoning skills, identifying
learning needs, engaging in self-study, applying newly gained knowledge to the
problem, and summarizing what has been learned. As students analyze the
problem, they identify areas where they need more information. This leads to
self-directed learning, where they seek out relevant sources to deepen their
understanding of the key concepts related to the problem. Once they acquire
new knowledge, they apply it back to the problem, refining their hypotheses or
solutions based on new insights. Finally, students summarize the material and
consider how the new information integrates with their existing knowledge to
enhance retention.

The contextualization of the material learned is what makes PBL an

attractive strategy for educators. Through PBL, students develop valuable skills
such as problem-solving, communication, and research, which are essential in
the workplace. The ultimate goal of PBL is to ensure that learning competencies
are achieved throughout the process.

Five Principles of Problem-Based Learning

Problem-Based Learning (PBL) is an instructional approach where

students learn by engaging in real-world problems or scenarios and actively
seeking solutions. Instead of traditional lectures, the PBL teaching method
encourages critical thinking, collaboration, and self-directed learning. The
article of Ali (2019), proposed five principles that may be considered by the
educators in utilizing this approach.
 First is, it is a power of independent and self-directed learning. The
students have autonomy on how they should acquire knowledge, making them
responsible for their learning. They stand as independent learners who don’t
rely solely on teachers, instead, they conduct research, and analysis, and find
solutions to real-world problems independently. It builds individual competence
among learners so they won’t be dependent on teachers as the giver of
information.

Second, learning happens in a group and the teacher is a facilitator. This

principle emphasizes the importance of collaborative learning within the class.
Students should work in teams to discuss ideas, share knowledge, and develop
solutions. The teacher will only facilitate and act as a guide rather than a
lecturer, they are responsible for making sure that the students are on the right
track and that everyone is on the same pace of learning.

The third one is, that all groups have to participate equally. Every
member of the group must participate and contribute to the task. This allows
sharing of ideas among members and considering their diverse perspectives.
Equal participation fosters a sense of responsibility and fairness that needs to
be encouraged during group tasks. Effective communication is key to achieving
harmonious work in the group, this ensures that all students are actively
involved in the learning process and no one is left out.

Fourth, students learn about motivation, teamwork, problem-solving, and

engagement with the task. Problem-based learning helps students develop
values and skills that are essential to learning. It can increase students’
motivation to learn which can significantly impact their performance in class.
Additionally, students can learn how to establish teamwork among peers in
order to strengthen relations and work effectively as a group. Finally, they can
approach problems with a solution-oriented mindset by engaging in real-world
tasks.

The last one is, materials such as data, photographs, articles, can be
used to solve the problem. The use of various materials and resources such as
statistical data, images, research papers, and case studies can help solve the
problem. Through these mediums, the students can analyze the materials to
locate relevant information. Afterward, they can weigh the information and data
that they’ve gathered to make informed decisions about the problem. By
understanding the practical application of these materials, every student can
come up with a solution that can solve the problem and provide them with
insights and knowledge.
 Six-stage Process of Problem Based Learning

Problem based learning is an approach that addresses the need of

practice in usage of the learned concepts in real-life scenarios. This approach
has six stages that teachers(facilitator/s) adhere to assess the knowledge of
the learners about a certain concept. The approach involves asking open-
ended questions which serve as a main problem that is based on a particular
scenario.

The first stage of the process is identifying the problem- current issues
that do not have just one answer. The problem that the facilitator should ask
will have two or more solutions or the questions that are debatable to test the
learners’ ability to assess their knowledge and how strong they could prove
their stand on a certain issue. Second stage is brainstorming; this stage is
where the ideas are generated and self-directed understand the problem
thoroughly and present their novel explanations why these certain problems
exist or its causes. Third stage is collecting and analyzing the information;
at this stage group members are assigned to gather possible information:
phenomena or causes to better understand the problem from different sources
or media like the internet, books, magazines, and newspapers. This stage is
also crucial for the whole process in a way that every member of the group
should be vigilant in collecting information to avoid unnecessary data to be
included. The members then share the information they have found and learned
to formulate possible solutions. After this stage, fourth stage begins-
synthesizing information. The information that was gathered on the previous
stage is then used to solve the problem. New knowledge is being build with the
support of a well-researched information to address the problem. Fifth stage is
co-building knowledge; presentation of the solutions to the learning
problem/issue. At this stage the learners will present their solutions to the
problems in front of the class and will see if the solutions they have formulated
are viable enough to address the problem/issue. Lastly, the sixth stage is
refining the outcomes; at this point the facilitator shall give his/her feedback,
suggestions, or criticisms on the presented answers of the group. The learners
will also learn from the other groups presentations and may share their own
ideas or knowledge about the problem or issue.

These six-stage process in problem-based learning is an effective

approach in language education to test the application skills of the learners of
what they have learned. Since this approach involves asking questions, it is
predetermined that the learners must answer it on the language the question is
being asked. This approach test the ability of the learners to use the language
they are learning in a conversational environment and thus provides practice
and utilization of the learned concepts.
 Benefits of Problem-Based Learning

Problem-based learning is one of the student-centered approaches in

which learners are required to have an in-depth understanding of a subject
matter. This approach helps teachers have more time to monitor students or
lead group discussions to promote learning effectiveness. As well as help
students to experience their learning and find ways to solve problems for
themselves. As a result, Problem-Based Learning promotes a variety of
benefits including skills that are crucial in the 21 st century such as analytical
skills, problem-solving skills and creative skills. This approach develops
students to their full potential and makes them competent individuals.

Several studies have revealed the positive impacts of PBL on learners

as they engage in the process. Positive impacts such as: Promoting self-
confidence, motivation, problem-solving skills, self-directed learning and active
learning, as well as increasing students’ responsibility in learning. PBL makes
students explore many learning resources, makes students develop a positive
attitude toward learning and reduces students’ nervousness during the learning
process.

For Baresh, Ali, & Darmi, 2019, PBL can enhance students’ fluency in
communication, enhance pronunciations and intonations, self-confidence,
improve grammar, increase comprehension and increase range of vocabulary.

The study of Lin (2017) revealed statistically that the PBL participants
showed more improvement in their reading comprehension than the non-PBL
participants. The study further looked into the PBL active English Learning
attitudes of the two groups that the PBL participants’ “motivation intensity, their
desire to learn English, and communication inside and outside the classroom
were significantly higher than those of the participants of the non-PBL group”.
The research also found that the PBL participants’ active English learning
attitudes are significantly related to their reading comprehension.

The acceptability of PBL as an approach to teaching and learning does

not only involve the learners but also the teachers. In the study of Markusic and
Sabljic (2019), they sought to establish the teachers’ attitudes toward the
problem-based teaching of literature. Their data revealed that PBL is an
“acceptable methodological system” because they saw “greater interest and
activity of students, development of student’s critical thinking and
communication skills, encouraging curiosity and exploratory thinking,
developing a love of reading, and developing the skills of connecting teaching
topics.”
 Integrating Problem-Based Learning (PBL) into English language
acquisition means using real-world, complex problems to encourage learners
to actively engage with the language by researching, discussing, and
presenting solutions, thereby developing not only vocabulary and grammar but
also critical thinking, communication, and collaborative skills while applying
English in a practical context.

Key aspects of integrating PBL in English language learning:

Authentic scenarios:
Presenting problems that reflect real-life situations, like planning a trip,
resolving a community issue, or debating a current event, to motivate learners
to use English naturally.

Collaborative learning:
Students work in groups to analyze information, discuss solutions, and
present their findings, promoting peer interaction and language use.

Active learning:
Learners take ownership of their learning by researching information,
formulating arguments, and making decisions to solve the problem.

Multiple skills development:

PBL encourages simultaneous practice of all language skills – reading,
writing, speaking, and listening – as students gather information, debate ideas,
and present their solutions.

How to implement PBL in an English language classroom:

Present a problem:
Introduce a relevant, open-ended problem that requires research and
critical thinking.

Brainstorming:
Encourage students to share initial ideas and knowledge related to the
problem.

Research phase:
Provide access to various resources (texts, articles, videos) to gather
information needed to solve the problem.

Discussion and analysis:

Facilitate group discussions where students analyze information,
evaluate different perspectives, and build consensus.
 Solution development:
Students collaboratively develop a plan or solution to the problem,
supporting their reasoning with evidence.

Presentation and reflection:

Groups present their solutions to the class, justifying their choices and
reflecting on the learning process.

Benefits of using PBL in English language acquisition:

Increased engagement:
Real-world problems spark interest and motivate learners to actively
participate.

Improved communication skills:

Students practice using English in authentic communication situations
with peers.

Critical thinking development:

Learners must analyze information, evaluate options, and justify their
decisions.

Enhanced collaboration:
Working in teams fosters cooperation and communication skills.

Cultural awareness:
Topics related to different cultures can be integrated into problem
scenarios, promoting understanding. .

Role of Technology

There are a number of free online tools that the students can be
used from the commencement of the task to it’s completion especially that
some of the group tasks be done outside the regular class hours. These online
tools will allow the learners to be actively connected and engaged in the group
task while monitoring their own contributions.

The teacher’s role is a facilitator in students learning. In every activity

of the students, the teacher will give feedback so the students will identify what
needs to be improved and what to do next time. Bower, Hedberg and Kuswara
(2010) stress that technology is simply the mediator for collaboration and
representation and that is the type of task and thinking process in which
students engage that determine the quality of learning.

The WWW had opportunities for PBL that can be utilized by the
learners to accomplish their task. Web 2.0 technologies are characterized by
collaboration, sharing and networking. These may facilitate and enhance PBL
activities ((Tambouris et al, 2012) in its different stages. In the study of Kung
(2018), it was found that advanced language learners had positive perception
about the use of Web 2.0 technology in writing institution.

Productivity tools such as those for writing , presentations,

spreadsheets, calendars, organizers, citations and others are also available to
assist learners and teachers in accomplishing required task and outputs from
PBL activity. Before using these tools by the learners, it is important that
teachers take note or try out the tools first to be familiar with the most
appropriate tool for PBL activity.

PBL is about developing HOTS, therefore, the taxonomy of

objectives should be utilized to ensure that you are targeting the required
outcomes. Consider using revised Bloom’s taxonomy by Anderson and
Krathwohl in creating your learning outcomes.

Nature of Project- Based Learning/ Project- Based Approach

Project-based learning is an approach but has evolved as a teaching

method that engages learners in a series of planned tasks resulting in
generations of solutions to real-world problems. It is a student-centered
approach as it takes into account the realm of experiences and interest of
students. This method is based on John Dewey’s principle of learning by doing
and Vygotsky’s constructivist theory of learning that advocates social
construction of knowledge. PrBL/PBA is a collective learning activity where
learners work on an authentic task guided by an open-minded question. Each
member has an assigned role that will contribute to the solution to the problem
that was identified, and this problem reflects real issues in their community or
the world at large. Past and more recent research have proven PrBL to be
beneficial in the development of various skills.

First is the Research methodology skills. Using student feedback

questionnaires given to 99 students, it was revealed that students’ knowledge
of the topic taken, searching reviews for the topic, communication skills, data
collection skills, and analytical and presentation skills were enhanced. The
teachers also perceived that PrBL could cause 100% enhancement of
knowledge on the various components of research methodology, update of the
knowledge on a particular topic, and increase interaction with students.

Second is the Oral communicative competence. The researchers

investigated the effectiveness of using PrBL activities in the improvement of
oral communicative competencies of 44 Malaysian English language learners.
The study revealed a significant improvement in the learners’ overall oral
communicative competence after a 12-week intervention lessons using PrBL
as a strategy. They also concluded that PrBL as a teaching strategy is effective
and is recommended as a suitable English language teaching strategy,
especially for learners with low proficiency in the English language.

Lastly, the Development of life skills. The study employed mixed

methods to examine the development of life skills through PrBL. Their findings
revealed that after taking the PBL course, there was a significant difference in
the mean scores for the following life skills: responsibility, problem solving, self-
direction, communication, and creativity skills. It was concluded that PrBL
indeed promotes further development of life skills.

In conclusion, Project-based learning (PBL) significantly enhances

students’ research methodology skills, including knowledge acquisition, data
analysis, and presentation abilities. Studies demonstrate a marked
improvement in oral communication competence among students, particularly
those with lower proficiency levels, following PBL interventions. Furthermore,
PBL fosters the development of crucial life skills such as responsibility,
problem-solving, and creativity. Therefore, PBL proves to be an effective
teaching method promoting both academic and personal growth.

The Benefits of Problem-Based Learning (PrBL) in Developing

Various Skills

Problem-Based Learning (PrBL) is an educational approach that focuses

on students working collaboratively to solve complex, real-world problems. It
encourages active learning through inquiry, collaboration, and critical thinking.
Past and recent research studies have shown that PrBL is highly effective in
fostering a range of skills, from research methodology to life skills. This report
will explore how PrBL has been shown to benefit the development of three key
skills: research methodology, oral communication competence, and life skills,
as highlighted by various studies.

1. Research Methodology Skills (Tiwari, Anya, & Bansal, 2017)

 One of the primary advantages of PrBL is its positive impact on research
methodology skills. According to Tiwari, Anya, and Bansal (2017), students
engaged in PrBL are required to formulate research questions, design
experiments, collect and analyze data, and report findings. This hands-on
involvement allows students to better understand research processes and the
application of research methodologies in real-world contexts.
PrBL encourages students to approach problems with a critical mindset,
requiring them to develop the skills necessary to conduct research
independently.

2. Oral Communication Competence (Bakar, Noordin, & Rali, 2019)

Oral communication competence is another critical skill that PrBL helps

to develop. Bakar, Noordin, and Rali (2019) highlight the significant
improvements in oral communication skills among students participating in
PrBL environments. In a PrBL setting, students frequently collaborate, discuss
ideas, and present their findings to peers, instructors, and sometimes external
audiences. These activities provide a platform for students to refine their
speaking and presentation abilities.

3. Development of Life Skills (Wurdinger & Qureshi, 2015)

PrBL also plays a crucial role in the development of life skills, which are
essential for success in both personal and professional life. Wurdinger and
Qureshi (2015) emphasize that life skills such as teamwork, leadership,
problem-solving, critical thinking, and time management are cultivated through
the PrBL process. By working in teams to solve complex, open-ended
problems, students gain practical experience in managing tasks, resolving
conflicts, and making decisions under pressure.

In conclusion, Problem-Based Learning (PrBL) has been shown to

significantly contribute to the development of a variety of important skills.
Research by Tiwari, Anya, and Bansal (2017) highlights its effectiveness in
enhancing research methodology skills. Similarly, Bakar, Noordin, and Rali
(2019) demonstrate the improvement in oral communication competence
among students who engage in PrBL. Furthermore, the work of Wurdinger and
Qureshi (2015) illustrates how PrBL promotes the development of essential life
skills, which are crucial for personal and professional success.

Overall, PrBL proves to be a highly beneficial pedagogical approach that

equips students with not only academic knowledge but also practical skills that
are critical in their future careers and lives.
 What is Project-Based Language Learning (PBLL) in Teaching
English?

Learning a foreign language may seem challenging, but the rewards —

from cognitive benefits to a world of career opportunities — are undeniable.
Instead of seeing it as a scary task, students should embrace language learning
as an exciting journey toward a brighter future. While traditional teaching
methods still play an important role for many educators, studies show that
hands-on activities help students pick up languages faster, making the process
more engaging, enjoyable, and effective. That’s why more and more teachers
are turning to Project-Based Learning (PBL), especially in teaching English. In
English teaching, Project-Based Language Learning is a type of instruction that
uses genuine projects to support students' meaningful language acquisition.
This approach requires learners to use their English skills in practical
applications and develop critical thinking and creative and collaborative
abilities.

It's importance in Teaching English

Increased Learner Engagement and Motivation: PBLL requires that learners
engage more with their learning process, as they use their language skills in real-life
situations, which significantly boosts their motivation.

Real-World Application: It is possible to understand this through an example, if

an education system is able to include problem solving as part of the curriculum then
the students will gain proficiency in language almost automatically at the same time
with other important skills.

Holistic Development: Through PBLL, students develop both language abilities

and important life competencies such as critical thinking, creativity, collaboration and
communication skills.

Improved Language Proficiency: PBLL is a multitasking approach that

enhances language proficiency with cultural awareness and problem-solving abilities
by integration of reading and writing with listening and speaking skills.

Future Career Readiness: This approach equips students for their future
careers with practical language training, teaching them to address real-life challenges.

Key Aspects

Student-Centered Approach: Learners design and execute projects based on

authentic scenarios.
Example: Students create a video campaign promoting local tourism using
conversational English.

Authentic Projects: Students create products with real-world purposes.

Example: Developing a podcast discussing cultural differences among countries using
formal and informal English expressions.
 Collaborative Environment: Promotes the spirit of teamwork amongst students
to achieve objectives that are common.
Example: Group presentations on historical events or current issues delivered
completely in English.

Why is English the most preferred language for Project-Based

Learning (PBL)?

Global Communication: English is widely recognized as a global

language, making it an ideal choice for projects that involve international
communication or collaboration. This allows students to engage with diverse
perspectives and audiences.
Access to Resources: There are abundant resources available in
English, including educational materials, media, and technology tools, which
facilitate project execution and presentation.
Educational Emphasis: In many countries, English is taught as a
second or foreign language at all educational levels, making it a natural fit for
integrating PBL into existing curricula.

If your goal is to boost your students' proficiency in a foreign language

specially in English, you can confidently turn to Project-Based Language
Learning (PBLL), an innovative approach that marries the power of PBL with
language acquisition. Rather than focusing solely on grammar rules or
vocabulary lists, PBLL immerses students in real-world tasks that require them
to use the language in practical, meaningful ways. Project-Based Language
Learning (PBLL) emphasizes inquiry and exploration, creating a context where
students don't just learn the language-they live it.
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