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Looking into the Future:
Project-based Learning
in EFL Classrooms
Fredricka L. Stoller
Northern Arizona University
Project-Based Learning
Sample projects, showcasing virtually
endless possibilities
Benefits
7-step process
Challenges
Q & A
NOTE: At different junctures, I’ll pose a
question or introduce an issue worthy of
discussion. At that time, I’ll ask you to turn
to a neighbor to consider the question
and/or discuss the issue.
Sample Projects
Native Americans
Astronomy / Space
Higher Education
Comparison & Contrast
Higher Education vs High School
Higher Education in X and Y
Meet the English Faculty
Six Amazing Decades
Six Amazing Decades
Get to Know My Home Town
Walking Through the Ages
Famous Personalities: A Poll
Team Research: Library & Web
Scrapbook with pictures
of foods
& descriptions
Collage of cities
of interest with
written commentary
Report on
health problems
Graphic organizer
with information
about “natural areas”
Rainforests
The Environment
Recycling: Proposal, with rationale, for
school / language program recycling
Recycled arts expo
Trash to fashion show
Saving the Bosphorus
Recycle-Reuse-Reduce
Endangered Species
Alternative Energies
Animal Communication
Global Peace
Elections
Establishment of parties and platforms
Research
Team formation
Rehearsal
Debate
Vote on persuasiveness
Demography/Population
A Win-Win Situation: For the birds
and a world heritage site
What do you think of Indonesia?
Sample Projects
Themes that …
are relevant locally
are of interest to students
can be supported with plentiful print and non-print resources
arouse student curiosity
motivate students
spring from textbook materials
stimulate pride among students
Tangible Outcomes
Written outcomes Summary
Synthesis
Position paper
Argumentative paper
Poster
Newsletter, wall newspaper, Web page
String and pin bulletin board display
Scrapbook
Oral outcomes Oral presentation
• with or without a handout and PowerPoint
Debate
Role play
Simulation
Poster Q & A
Benefits
Adaptable to different student proficiency levels
levels of student preparedness
student configurations
student interests
curricular and language emphases
tangible outcomes
lengths
themes
content resources
Benefits for Students
Plentiful input and output
Authentic integration of skills
Content driven
Engagement in meaningful language,
strategy, and study skill instruction
Benefits for Students
Process & product orientation
Intensity of student motivation,
involvement, enjoyment, creativity
Increased student autonomy and
willingness to take responsibility
Benefits for Students
Engagement in complex sets of
manageable yet challenging tasks (that
are neither too easy nor too difficult, when
carefully orchestrated!)
Involvement in the typical academic cycle:
information gathering, processing, and
reporting
Information
processing
Information
reporting
Information
gathering
Benefits?
What benefits might your students derive
from their involvement in project work?
7-Step Process
Preliminary Steps
Step 1: Agree on a theme for the project
Step 2: Determine the final outcome
Step 3: Structure the project
Preliminary Steps Teacher and Student Roles
Structured projects
Semi-structured projects
Unstructured projects
Preliminary Steps Project Types
Real-world
Simulated
Social-welfare
Temporary
Semi-permanent
Permanent
Library / Web search
Survey/questionnaire
Encounter
Correspondence
Production
Performance
Preliminary Steps
Tangible Outcomes
Written outcomes Summary
Synthesis
Position paper
Argumentative paper
Poster
Newsletter, wall newspaper, Web page
String and pin bulletin board display
Scrapbook
Oral outcomes Oral presentation
• with or without a handout and PowerPoint
Debate
Role play
Simulation
Poster Q & A
Preliminary Steps
Step 1: Agree on a theme for the project
Step 2: Determine the final outcome
Step 3: Structure the project
Step 4
Information Gathering Cycle
Teacher prepares
students for the
language & strategy
demands of information
gathering
Students gather
information
Step 4
Information Gathering Cycle
Interviews
Reading
Web searches/
Web quests
Correspondence
(letters, emails)
YouTubes
Videos
Step 4
Information Gathering Interviews
Question formation
Pronunciation and intonation
Gambits to request repetition, clarification, and elaboration
Recasts
Listening & note
taking
Language of
openings & closings
Topic-related
vocabulary
Key grammatical
structures
Step 4
Information Gathering Reading
Establish a purpose for reading
Make and later check predictions
Skim for main ideas
Scan for particular details
Jot down notes in the margins
Fill in an outline
Read between the
lines
Use organizational
structure for main
idea comprehension
Review key
vocabulary
Step 4
Information Gathering Web search
Establish a purpose
Pose guiding questions
Select key words
Preview to determine suitability
Skim for main ideas; scan for particular details
Take notes
Use vocabulary
learning strategies
Pursue other links to
determine suitability
and extensions
Review transition
words
Navigate the Web
Step 4
Information Gathering Correspondence
Contrast language in
formal letters and
emails
Contrast format of
formal letters and
emails
Review conventional
opening and closing
phrases
Brainstorm
Draft
Revise
word choice
grammatical structures
organization
Peer edit / edit
spelling
punctuation
Step 4
Information Gathering Videos and YouTubes
Establish a purpose
for listening
Pose questions
Review key words &
important signal
words
Review words that
might be
misunderstood
Listen for the gist or
specific details
Decide how to take
notes
Notetaking
Listen again to fill in
missing information
Review key grammar
structures
Step 5
Information Compilation &
Analysis Cycle
Teacher prepares
students for the
language & strategy
demands of compiling
& analyzing
information
Students compile &
analyze information
Step 5
Information Compilation &
Analysis Cycle
Interviews
Reading
Web searches/
Web quests
Correspondence
(letters, emails)
YouTubes
Videos
Step 5
Information Compilation &
Analysis: Interviews
Transcribe taped interviews
Listen for commonly misunderstood words/ sounds
Review transcriptions and identify key information
Reconfigure information (e.g., in grids)
Determine value of collected information in light of project goals
Discard irrelevant data, save relevant data
Summarize or synthesize data collected
Step 5
Information Compilation &
Analysis: Reading
Reconsider purpose
Review notes
Distinguish pertinent
and less pertinent
information
Reread to confirm or
search for other
information
Pull together
information from
multiple sources (e.g.,
in grid, outline)
Paraphrase
Review vocabulary &
grammar
Step 6
Information Reporting Cycle
Teacher prepares
students for the
language & strategy
demands of finalizing
and presenting tangible
outcome
Students finalize &
submit or present
tangible outcome
Step 6
Information Reporting Cycle
Written Outcomes
Review of
paraphrasing and
methods of in-text
attribution
Cautionary notes
about plagiarism
Review of key
grammatical
structures
Another round of
revision
editing
Formatting of
references
Discussions of
manner of
presentation
Submission
Step 6
Information Reporting Cycle
Oral Outcomes
Review of
pronunciation,
intonation, & stress
Discussion of manner
of presentation
openings
closings
eye contact
voice projection
Review of transition
words
Review of key
grammatical
structures
Rehearsal with
feedback
Step 7
Evaluate the Project
Language learned
Strategies learned
Content learned
Experience (process and product)
Steps?
Of the seven steps presented,
which might be most important in your
instructional context?
which might prove most challenging in
your instructional context?
which might your students
benefit from the most?
Challenges
Challenges?
What challenges do you face and/or
foresee with project work?
What challenges do/might your students
face with project work?
Rank order your challenges
from most to least serious.
Challenges
Themes
Level-appropriate content materials
Coherent sets of content materials
Challenges
Sequencing and scaffolding across levels
Variety of experiences across levels
Language and strategy emphases across levels
Time devoted to projects (in & out of class)
Looking into the Future:
Project-based Learning
in EFL Classrooms
Fredricka L. Stoller
Northern Arizona University
Q & A
