Cossid Critical Analysis (tesl).docx

Name: Ruschelle L. Cossid Year/Course: 1 – MAEd – LT Title of the Paper: Project Work: The Quintessential Experiential Language Learning Approach

I.

Introduction Project - based learning is a systematic teaching method that involves students through an

extended, student - influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks in learning essential knowledge and life - enhancing skills. (Moss, Moss, 1998) Project - based language learning (PBLL) is a language learning method that organizes educational activities through projects and is suggested as an effective way to facilitate language learning for students, content learning and the development of integrated skills (Farouck, 2016). Regarding PBLL's teaching model, some linguists and language teachers prefer to adopt PBL's teaching model directly to conduct PBLL in the field of ESL / EFL (Eleni, 2013; Han, 2016), including preparation, planning, research, conclusion, presentation and evaluation. Following this paradigm for conducting PBLL, it is difficult to separate PBLL from PBLL and make full use of PBLL to promote language learning for students because this paradigm does not give special attention to language learning and takes effective measures to ensure the input and output of language for students, so the PBLL teaching model needs to be constructed. Some linguists and language teachers explore and develop some PBLL models, such as Sheppard and Stoller (1995), Stoller (1997) and Nekrasova and Becker (2012).

II. Summary Sheppard and Stoller (1995) develop a new PBLL teaching model in an ESP classroom that includes eight teaching steps:(1) the teacher works with the students to select a topic; (2) the teacher decides on the final outcome of the project and its presentation; (3) the teacher works with the students to plan the project; (4)teachers conduct language skills and strategies training; 5) students gather information; 6) students gather information and analyze information; 7) students present the final product; and lastly 8) students and teachers assess the project and reflect the project process and product. This PBLL teaching model was tested in a variety of language classrooms and the results of the experiments show that it is reasonable and feasible. First, the students will have too heavy cognitive burdens to master so many skills and strategies to be used throughout the entire project. Second, it also neglects the demands of the students on knowledge of language and content. Finally, teacher guidance and assistance should be offered to students throughout the entire project implementation process. III. Arguments The ten - step PBLL model developed by Stoller (1997) clearly defines the roles of language teachers and students in PBLL and designs the specific steps of language intervention to provide support to students in the various stages of PBLL. However, in this new PBLL teaching mode there are some tiny drawbacks: first, it does not include the lead - in activities that can help students get used to PBLL ; Second, it does not design a specific language intervention step to produce the final products in which students need language support to ensure the accuracy of the language of their project products ;Third, it ignores to some extent the roles of language teachers

at the peak stage because language teachers do not only need to evaluate the performance of students in PBLL and organize students to reflect the learning process and the learning product, but also need to conduct the explicit language teaching to help students consolidate and internalize language knowledge learning which occurs in PBLL; Lastly, it neglects the other demands of students in the various stages of PBLL in addition to language, such as skills and strategies. While the lessons do not maximize the full potential of project work, numerous language educators incorporate what they call "project work" into their classrooms. In some settings, for example, basic communicative activities were labeled as projects to help students get to know each other better and promote conversation. What often happens in such settings is that students join with their friends when given the chance. Without much collaboration, they complete their unworked tasks in a superficial way. Students socialize, but rarely assist each other with the task's language and information - gathering requirements (if any requirements exist). Project work in some settings is merely a source of entertainment and a break from routine activities in the classroom. Although projects often focus on challenging, real - world subject matter, students are often concerned solely with the visual attractiveness of their projects, paying little attention to content and language learning. Teachers often reinforce this misdirected attention in these settings by evaluating student projects according to their visual appeal, ignoring the gains in language learning and content learning from students. Students in other settings are constrained in their ability to grow from their projects, either due to excessive teacher control or due to the absence of teacher feedback and guidance during the process. In settings characterized by excessive teacher control, we find

instructors who dictate every step of the process without giving any voice to the students to define the project. Such excessive control generally prevents students from assuming responsibility for their own learning and developing a sense of ownership towards the project. Students are rarely asked to provide feedback on the project experience in these settings; therefore, often the same project is incorporated into future instruction, with no modification, which usually results in the same lack of student engagement. Another issue arises when repeating students affect new students with their negative attitudes towards the project, further undermining the project's potential. When teachers relax their control, when students view the teacher as a guide (Sheppard and Stoller 1995), and when students provide feedback on the experience so that projects can be improved every year, project work can be more effective. However, a total relaxation of teacher control is not the solution to a project centered on teachers. Students are left alone in some cases and do not receive guidance on the project's language, content, or process requirements. It seems that teachers here have ignored both the process - based nature of project work and the need for support by students at different stages of the project. Finding the right balance between teacher guidance and student autonomy enhances the benefits of project work in the language classroom. Projects that are structured to maximize language, content, and real - life learning skills require a combination of teacher guidance, teacher feedback, student engagement, and challenging, elaborate tasks. These projects are generally multidimensional. A review of numerous case - study reports showing successful project - based learning: (1) Focuses on real - world topics that can sustain student interest (2) requires student collaboration and, at the same time, a degree of student autonomy and independence (3) can accommodate a purposeful and explicit focus on form and other aspects of language (4) is process - oriented and product - oriented, with a focus on integrated skills and end - of - project reflection. The result is often authenticity, improved knowledge of

language and content, increased metacognitive awareness, increased critical thinking and decision - making skills, motivation and engagement intensity, improved social skills, and familiarity with target language resources. IV. Conclusion As what Confucius said, “What I hear, I forget; what I see, I remember; what I do, I understand.” Project-based Language learning is an essential teaching method we can use in delivering language content and skills to the students. Experiential learning provides environment for the emotional and social needs of learners as they negotiate meaning inside and outside of the classroom. PBLL promotes collaboration between the teacher and the student as they aim to achieve the desired language learning goals. It is normally collaborative in the sense that both the teacher and individual students provide input in the evaluation process. Students exposed to PBLL can learn more than those who are exposed in just mere lectures and discussions. A concrete evidence of learning is much better than the traditional mode of assessment. As 21st century English teachers, we carry on our shoulders the responsibility to educate the 21st century learners in molding and making them competitive in the global arena. English, the universal language, is a very needed language therefore we should make our teaching more meaningful as much as possible, more real-life and authentic. PBLL activities should be aligned to the competencies that will surely enable our students to compete with students from other countries. As educators, we are looking for ways to build the language skills of our students in a process that involves and promotes their critical thinking skills. Project - based learning is such a powerful way to connect with all of our students by exposing them to more opportunities to build language development and exhibit their critical thinking skills in a student - centered environment.