The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles

Baghoussi, Meriem; Ouchdi, Ilhem Zoubida El

doi:10.2139/ssrn.3367584

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…This builds students' self-confidence and motivates them to do their best and achieve their goals. In addition, share their ideas and provide feedback to their group members, (Baghoussi, & El Ouchdi, 2019).…”

Section: Improvement In Soft Skills and Teamworkmentioning

confidence: 99%

Raising Libyan EFL undergraduate students’ awareness about environmental issues through project-based learning

Suwaed¹

2022

GJFLT

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Although project-based learning, as a language teaching strategy, is considered important for developing college students' academic and soft skills is still a neglected approach in EFL teaching in Libya. This study aims to investigate the use of project-based learning in EFL writing classrooms to raise students’ awareness about environmental issues. It is carried out in the Department of English at Sabratha College of Arts. The findings of this study, based on an open-ended questionnaire and students’ reflection journals, show that PBL enhanced the students’ English language knowledge and skills. Also, students gained content knowledge about the environment, soft skills, autonomy, and self-confidence in using the English language in its context. Finally, the PBL experience promoted the students’ awareness of the environment and how to protect it. This research provides good evidence of the effectiveness of PBL to engage and enhance students' learning. Keywords: EFL; environmental issues; Project-based learning; soft skills.

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Section: Improvement In Soft Skills and Teamworkmentioning

confidence: 99%

Raising Libyan EFL undergraduate students’ awareness about environmental issues through project-based learning

Suwaed¹

2022

GJFLT

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show abstract

Section: Improvement In Soft Skills and Teamworkmentioning

confidence: 99%

Untitled

2022

GJFLT

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Although project-based learning, as a language teaching strategy, is considered important for developing college students' academic and soft skills is still a neglected approach in EFL teaching in Libya. This study aims to investigate the use of projectbased learning in EFL writing classrooms to raise students' awareness about environmental issues. It is carried out in the Department of English at Sabratha College of Arts. The findings of this study, based on an open-ended questionnaire and students' reflection journals, show that PBL enhanced the students' English language knowledge and skills. Also, students gained content knowledge about the environment, soft skills, autonomy, and self-confidence in using the English language in its context. Finally, the PBL experience promoted the students' awareness of the environment and how to protect it. This research provides good evidence of the effectiveness of PBL to engage and enhance students' learning.

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“…Project-Based Learning (PjBL) merupakan salah satu terapan dari pendekatan konstruktivis [24]. Tahapan-tahapan yang ada pada PjBL diantaranya adalah (1) identifikasi proyek; (2) penelitian dan perancangan (3) pengembangan; (4) pelaporan; dan (5) presentasi [25].…”

Section: Abstrakunclassified

PjBL dengan Penugasan Video Tutorial di Masa Pandemi COVID-19: Peningkatan Ketertarikan Belajar serta Penguatan Kreatifitas dan Kepercayaan Diri

Wibowo¹

2021

ELINVO

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Salah satu hasil evaluasi kegiatan belajar di masa pandemi COVID-19 menunjukkan bahwa peserta didik merasa bosan. Dilain pihak, pembelajaran saat ini tidak harus mengejar target kurikulum. Guru perlu melakukan penguatan karakter. Kreatifitas dan kepercayaan diri perlu dikuatkan pada mata pelajaran Produk Kreatif dan Kewirausahaan (PKK). Artikel ini mendeskripsikan penerapan Project-Based Learning (PjBL) dengan penugasan video tutorial untuk membuat peserta didik tertarik serta menguatkan karakter kreatif dan percaya diri. Metode penelitian yang digunakan adalah kuasi eksperimen yang dideskripsikan dari hasil pengalaman terbaik (best practice) peneliti. Tahapan PjBL dengan penugasan video tutorial terdiri atas: (1) informasi dan regulasi tugas; (2) penggalian ide; (3) pembuatan video; dan (4) pencarian jejaring dan pemberian reward. Hasil evaluasi pelaksanaan pembelajaran tersebut adalah: (1) 83.33% peserta didik cenderung tertarik pada penugasan video tutorial; serta (2) 80.56% peserta didik yang mengalami penguatan kreatifitas dan 91.67% peserta didik yang mengalami penguatan percaya diri. Keberhasilan pembelajaran ini didukung oleh semangat dan sifat kooperatif peserta didik. Dilain pihak, penghambat kegiatan belajar tersebut adalah sinyal yang kurang baik, kualitas video dan kuota internet yang terbatas. Artikel ini berkontribusi untuk memperlihatkan pengalaman terbaik guru pada penerapan PjBL dengan penugasan video tutorial untuk meningkatkan ketertarikan belajar sekaligus menguatkan kreatifitas dan kepercayaan diri

show abstract

The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles

Cited by 4 publications

References 2 publications

Raising Libyan EFL undergraduate students’ awareness about environmental issues through project-based learning

Raising Libyan EFL undergraduate students’ awareness about environmental issues through project-based learning

Untitled

PjBL dengan Penugasan Video Tutorial di Masa Pandemi COVID-19: Peningkatan Ketertarikan Belajar serta Penguatan Kreatifitas dan Kepercayaan Diri

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