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<p>This small-scale research paper analyses both teachers’ and students’ perceptions and their roles towards the use of Project Based Learning (PBL) in a research context in the Republic of Kosovo. The study was completed by sixty students of three lower-secondary private schools in Kosovo and eight English language teachers who work there. The aim of this study was to investigate teachers’ perspectives on using PBL in their classes, the challenges they face while applying PBL, the most common benefits PBL implementation, the materials used with this method, and the impact of PBL on students’ motivation to learn English as a Foreign Language. The data obtained from interviews with teachers highlight that teachers use PBL to a certain extent, though it works much effectively with lower-secondary and upper-secondary education. Teachers preferred to use Project Based Learning in their classrooms in general, although there appears to be some uncertainty between doing projects and Project Based Learning as a strategy. English language instructors have only seen themselves as facilitators of initiatives carried out in the classroom, resulting in a student-centered environment. In contrast to the past, it appears that teachers make extensive use of technology and involve students in a variety of activities to boost their learning and keep them engaged in PBL. Students on the other hand, through a very small number, highlighted that PBL is a better teaching approach in comparison to the traditional textbook teaching and learning.</p>
</abstract>

This small-scale research paper analyses both teachers’ and students’ perceptions and their roles towards the use of Project Based Learning (PBL) in a research context in the Republic of Kosovo. The study was completed by sixty students of three lower-secondary private schools in Kosovo and eight English language teachers who work there. The aim of this study was to investigate teachers’ perspectives on using PBL in their classes, the challenges they face while applying PBL, the most common benefits PBL implementation, the materials used with this method, and the impact of PBL on students’ motivation to learn English as a Foreign Language. The data obtained from interviews with teachers highlight that teachers use PBL to a certain extent, though it works much effectively with lower-secondary and upper-secondary education. Teachers preferred to use Project Based Learning in their classrooms in general, although there appears to be some uncertainty between doing projects and Project Based Learning as a strategy. English language instructors have only seen themselves as facilitators of initiatives carried out in the classroom, resulting in a student-centered environment. In contrast to the past, it appears that teachers make extensive use of technology and involve students in a variety of activities to boost their learning and keep them engaged in PBL. Students on the other hand, through a very small number, highlighted that PBL is a better teaching approach in comparison to the traditional textbook teaching and learning.

The Importance of Project Based Learning in Teaching English as a Foreign Language - A Case Study from the Republic of Kosovo

PhD. Candidate, South East European University

SEEU Review

This work is licensed under the Creative Commons Attribution 4.0 International License.

This small-scale research paper analyses both teachers’ and students’ perceptions and their roles towards the use of Project Based Learning (PBL) in a research...

The Importance of Project Based Learning in Teaching English as a Foreign Language - A Case Study from the Republic of Kosovo

Online veröffentlicht: 04. Juli 2022

Seitenbereich: 90 - 104

DOI: https://doi.org/10.2478/seeur-2022-0031

Schlüsselwörter
Project Based Learning, critical thinking, collaboration, creative thinking, English language

© 2022 Donjetë Latifaj, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

The Importance of Project Based Learning in Teaching English as a Foreign Language - A Case Study from the Republic of Kosovo

Online veröffentlicht: 04. Juli 2022

Seitenbereich: 90 - 104

DOI: https://doi.org/10.2478/seeur-2022-0031

SchlüsselwörterProject Based Learning, critical thinking, collaboration, creative thinking, English language

© 2022 Donjetë Latifaj, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Project Based Learning, critical thinking, collaboration, creative thinking, English language