PROJECT-BASED LEARNING TO DEVELOP TEAMWORK AND CRITICAL THINKING SKILLS IN THE EFL CLASSROOM

Autori

  • Hicham Rahate Ellah Cadi Ayyad University, Faculty of Letters and Human Sciences, Marrakech, Morocco

DOI:

https://doi.org/10.46827/ejfl.v9i3.6177

Parole chiave:

Project-Based Learning, soft skills development, EFL classroom, critical thinking, teamwork

Abstract

Soft skills development is essential for 21st-century learners. These skills can be enhanced and nurtured in the EFL classroom. In this regard, this study examines the potential of Project-Based Learning (PBL) as an educational approach to foster critical thinking and teamwork skills among secondary education students. This approach, which emphasizes student-centered, real-life learning through projects, can significantly develop important soft skills, such as teamwork, problem-solving, communication, and critical thinking. This study employed a mixed-methods research approach to gather sufficient data. Based on an exhaustive review of the literature and the exploration of the techniques and methods used in high schools, this study aims to examine how EFL teachers can effectively use PBL to cultivate teamwork and critical thinking skills in EFL classrooms. The results obtained from this study indicate that the implementation of PBL in EFL classrooms enhances students' teamwork, critical thinking, and social development. Thus, this instructional approach proves its effectiveness in developing students' essential skills to face future challenges and responsibilities.

 

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Biografia autore

  • Hicham Rahate Ellah, Cadi Ayyad University, Faculty of Letters and Human Sciences, Marrakech, Morocco

    Hicham Rahate Ellah holds a PhD in Integrating Soft Skills Teaching and Learning in the EdTech-Enabled EFL Classroom from the Faculty of Letters and Human Sciences, Cadi Ayyad University, Marrakech, Morocco. He has been a teacher of the English language for more than 18 years. He is also a Fulbright Alumnus. He worked as a teaching assistant at the University of Nebraska, Lincoln, USA. He has participated in national and international conferences about integrating EdTech in English language teaching and learning. He published four articles related to soft skills learning and development.

Riferimenti bibliografici

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Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The clearing house, 83(2), 39-43. https://doi.org/10.1080/00098650903505415

Bereiter, C., & Scardamalia, M. (1999). Process and product in PBL research. Toronto: Ontario Institute for Studies in Education/University of Toronto. Retrieved from https://ikit.org/fulltext/2000Process.pdf

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational psychologist, 26(3-4), 369-398. https://doi.org/10.1080/00461520.1991.9653139

Darling-Hammond, L., Ancess, J., & Falk, B. (2008). Authentic Assessment: The Key to Unlocking the Promise of Project-Based Learning. American Educational Research Journal, 45(4), 1232-1249.

Ellah, H. R., & Azmi, N. (2023). High school students’ perception and development of soft skills. International Journal of Language and Literary Studies, 5(2), 192-208. https://doi.org/10.36892/ijlls.v5i2.1283

Jones, et al., (2013). The effects of a collaborative problem-based learning experience on students’ motivation in engineering capstone courses. Interdisciplinary Journal of Problem-Based Learning, 7(2), 2. http://dx.doi.org/10.7771/1541-5015.1344

Moursund, D. (1999). Project-based learning using information technology. Retrieved from https://www.researchgate.net/publication/247276594_Project-based_learning_using_information_technology

Stepien, W., & Gallagher, S. (1993). Problem-based learning: As authentic as it gets. Educational leadership, 50, 25-25. Retrieved from https://www.academia.edu/2170347/Problem_based_learning_As_authentic_as_it_gets

Strobel, J., & Van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary journal of problem-based learning, 3(1), 44-58. http://dx.doi.org/10.7771/1541-5015.1046

Thomas, J. W. (2000). A Review of Research on Project-Based Learning. The Autodesk Foundation. Retrieved from http://www.bobpearlman.org/BestPractices/PBL_Research.pdf

van Barneveld, A., & Strobel, J. (2011). 0B Reports from teaching practice: experiences and management of tensions encountered with PBL implementations in the early years of undergraduate engineering education. Retrieved from https://www.researchgate.net/publication/286179547_Reports_from_teaching_practice_Experiences_and_management_of_tensions_encountered_with_PBL_implementations_in_the_early_years_of_undergraduate_engineering_education

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Pubblicato

2025-08-02

Fascicolo

V. 9 N. 3 (2025)

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Articles

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