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

Abstract

To help learners acquire and develop the necessary skills for the 21 st century, Algeria has adopted the Competency-Based Approach (CBA) along with the Project-based Learning (PBL) approach within its educational system. Theoretically speaking, the goal behind such reform is to shift from a content-based to a process-based learning/teaching and thus to make learning more relevant and realistic for students. However, in practice, teachers find difficulties in putting into practice the two approaches. The aim of the present paper is to explore those obstacles that hinder the execution of the PBL approach in the third-year secondary education English classes and to identify to what extent English language teachers master and use PBL methodology in their classes. To reach the aim of the study, the following hypothesis is put forward: teachers lack both training and background knowledge on the approaches that help to implement PBL in classrooms. For the sake of collecting information about the issue tackled in this study, twenty EFL teachers from some secondary schools in Mostaganem city received a questionnaire. The research findings confirm the hypothesis mentioned above. They reveal that teachers neither master nor use the project-based instruction proficiently in their classrooms despite the guidance provided in the third-year pedagogical documents. Those hindrances are due to the lack of professional training and the insufficient theoretical knowledge on the diverse approaches, methods and strategies related to PBL.

Project-based Learning as a Tool for Student-Teachers’ Professional Development: A Study in an Omani EFL Teacher Education Program

“…Researchers believe that previous experiences contribute to learning because they engage learners in real-life situations where they learn by doing. There is a strong tendency to incorporate the 21st century skills (problem-solving, communication and collaboration) in the learning process to help learners acquire knowledge, skills and competencies required in the real world (Baghoussi & El Ouchdi, 2019). PBL enables learners to acquire and use these skills in and outside the classroom.…”

“…PBL enables learners to acquire and use these skills in and outside the classroom. (Baghoussi & El Ouchdi, 2019;Burlbaw et al, 2013;Eskrootchi & Oskrochi, 2010;Thomas, 2000).…”

“…Constructivism has become a crucial component of PBL due to its emphasis on learners' experiences (Mioduser & Betzer, 2007). Some researchers (Baghoussi & El Ouchdi, 2019;Bell, 2010;Burlbaw et al, 2013;Dolmans et al, 2005;Slough & Milam, 2013;Thomas, 2000;) explained that students build on their existing knowledge when they are exposed to different experiences and problems.…”

“…Students then connect the new knowledge to pre-existing knowledge to form a new schema. In the learning context, students acquire a new knowledge and build on a previous knowledge by analyzing it and connecting it with real-life contexts (Baghoussi & El Ouchdi, 2019;Doppelt, 2005). Habók and Nagy (2016) indicate that social constructivism emphasizes the importance of social interaction as a learning theory.…”

“…Habók and Nagy (2016) indicate that social constructivism emphasizes the importance of social interaction as a learning theory. The social environment is a crucial element for learning since it prepares social interactions with skilful others (Baghoussi & El Ouchdi, 2019;Bell, 2010;Burlbaw et al, 2013;Dolmans et al, 2005;Habók & Nagy, 2016;Thomas, 2000). This predicts that learners can construct new understanding through interaction with the environment (Demian, 2007;Dolmans et al, 2005;Panasan & Nuangchalerm, 2010).…”