Project-Based Learning (PBL), referred to as Project-Based Language Learning (PBLL) when students learn a second or foreign language through project work, is a growing field of research worldwide. Since the 1980s, PBLL has been empirically studied in numerous contexts: in K-12 and higher education settings, multiple target languages, and many regions and countries. However, as the number of PBLL studies has increased, the need for analyzing PBLL research on a global scale and through regional and country-level analyses has become of high importance. Through a case study review of countries with strong PBLL research, regional and global research trends, as well as gaps, can be identified, while areas that have been amply researched can be satisfactorily concluded. This paper will discuss findings based on a case study of PBLL in Turkey, Greece, and Cyprus, which were part of a larger global study on PBLL research (Beckett et al., 2020). We will highlight PBLL studies within the region, identifying regional trends in K-12 and higher education research, multi-country projects, and research gaps in technology and assessment, which are seen as gaps in PBLL research worldwide (Beckett and Slater., 2020).

Providing useful reference materials for online course participants is an important aspect for online courses. To aid a course designed to provide professional development to English language teachers from around the world, this corpus-based study investigated the frequency and coverage of Academic Word List (Coxhead, 1998), General Service List (GSL) first 1000 words (1K), and GSL second 1000 words (2K) lists. Gathering course materials and participant discussion board posts into two corpora for this study, frequency and coverage of the three base lists were calculated using AntWordProfiler and AntConc, resulting in a coverage of 9.56 % for AWL words and over 80% coverage for the two GSL lists combined in the first corpus. The high percentage of off-list words (9.75%) in the first corpus and low percentage of AWL words in the second corpus (5.23%) motivated the creation of a new word list that contains the most frequently used words outside of the AWL, GSL 1K, and GSL 2K words from the first corpus to supplement future course participants with technical words that are required to successfully complete the course.