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THE ROLE OF PROJECT-BASED LEARNING IN DEVELOPING
COMMUNICATIVE COMPETENCE OF B1 LEVEL LEARNERS
Turg’unboyev Dadaxon Komiljon o’g’li student of
Uzbek State World Languages University scientific
adviser: Kattabaeva D.K.
Abstract:
Meaningful learning should bring learners to meet their entire goals-both an
achievement in academic skills and everyday life skills. This current article focused on
the implementation of project-based learning (PBL) in language learning classroom. The
investigation aimed at the development of students’ performance in learned language.
The study also found that PBL played the role in the enhancement of language learning
skills improvement. Majority of participants mentioned that projectbased activity
engaged them to develop collaboration and teamwork skills, flexibility and adaptability
skills and increased the better level of responsibility in learning.
Key words:
project-based learning, language, skills, performance, classroom
Today’s world has changed continuously in every dimension of living, which
affects directly the global population who needs to adjust themselves and to
accommodate the living styles in this 21st century. The fast-moving world of technology
and information has made an extreme alteration to society. To meet the needs of living
styles today, citizens of the 21st century commonly demand the following skills: critical
thinking, collaboration, digital literacies, leadership, creativity, and imagination to
accompany the ways of living in the globalization era. Consequently, it is important to
make significant modifications to serve the needs of people in parallel with the rapid
advancement of digital technologies.
Owing to the infinity of learning in the 21st century, learners might start learning
from their most interesting topic. Then they themselves search for information and
approve it. Therefore, it is important for the teachers to realize that the learning styles of
the 21st century learners are totally different from those in the former generations. The
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goals of teaching in the 21st century are to support students to learn how to think, inquire,
question, solve problem and apply these skills in new situations with new information.
An up-to-date conceptual depth in teaching, meaningful contextual scope and challenged
teaching methodology are required from those teachers in order to construct the
classroom that responds to the need and nature of B 1 learners, then brings learners to
accomplish the entire goal of learning.
PBL is an active student-centered form of instruction which is characterized by a
student’s autonomy, constructive investigation, goal-setting, collaboration,
communication and reflection within real-world practices by presenting learners with
problems or a certain situation and motivating B 1learners to identify and carry out the
solutions. It provides opportunities for students to carry out learning activities by
working on collaborative projects. Besides, project work encourages students to gather
more in-depth knowledge and sharpen their skills in research. Moreover, students can
develop creativity by doing projects and solving problems.
Fundamentally, PBL puts an emphasis on having the students experience real-
life situations or current issues. Then, B 1 level learners acquire their knowledge by
developing questions about the situations and issues they have confronted and then
research for the best answer under the teacher’s supervision. Significant steps of
implementing PBL in a classroom as:
1)
introduction and team planning;
2)
initial research phase in terms of gathering information;
3)
project creation and development and initial evaluation of presentation;
4)
second research phase;
5)
final presentation development; and
6)
publication of products or artifacts.
A teacher would introduce these steps to students and allow them to work on
projects, together with teacher’s facilitation.
A number of studies have shown the positive effectiveness of an adoption of PBL
in a classroom. PBL actually covers three stages: beginning in the classroom, moving
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out into the real world, and returning back to the classroom. In a PBL classroom, students
have an opportunity to achieve both academic content and life skills through the project
process, which usually starts with identifying questions. Then they are driven to study
with their team using a variety of tasks in order to find out the most effective solutions
to address those questions.
In a PBL classroom, real-world topics are used to stimulate students to experience
authentic tasks with the implementation of integrated skills and real-life information.
Since PBL allows students to work in groups, they will be able to experience the benefits
of engaging in problem solving and team building situations. As PBL puts the emphasis
on group learning, group collaboration and taking on social responsibility are practiced
to bring about the goal accomplishment. Moreover, it also improves their problem-
solving skills, critical and creative skills, communication skills, ability to adapt to
changes, and self-evaluation.
Similarly, the implementation of PBL in a language classroom promotes a
meaningful learning process for the learners. Students do not perceive only the academic
content or theory from a textbook, but they also experience authentic communication
skills in real-life situations. For instance, students have an opportunity to practice
communication skills, group participation, leadership skills, time management and
presentation skills. PBL does not only enhance students learning quality in terms of
enthusiasm, confidence, creativity self-directed and collaborative learning ability, but it
also encourages motivation and satisfaction in teaching for teachers. The utilization of
project work in class helps to reinforce social relationships among team members and
promotes active involvement of cooperation among learners. Learners are more active
in the class with PBL.
References
1.
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in the globalized world
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