PROJECT BASED LANGUAGE LEARNING AS A TOOL TO INCREASE MOTIVATION AMONG SECONDARY SCHOOL STUDENTS

ABSTRACT

This article explores the implementation and impact of Project-Based Learning in teaching English for secondary school students in Kazakhstan. A project-based learning (PBL) model was applied in Kazakhstan secondary schools to enhance practical English as a Foreign Language (EFL) activities. The process began with an analysis of the EFL curriculum to identify key topics, competencies, and success indicators. Based on this, PBL tasks were developed, reviewed by experts, and piloted in three schools to assess their usability and effectiveness. The study demonstrated that PBL not only develops language skills but also fosters engagement and collaboration, making it a valuable approach for secondary education in Kazakhstan.

Keywords: motivation; project-based learning; secondary school; language learning; students engagement.

1. Introduction

1.1 Research Background

Taking into account the context of Kazakhstan, similar reforms and initiatives have been undertaken to enhance the quality of English education and foster the development of students’ core competencies in language learning, Project-Based Language Teaching (PBLT) has been implemented. This approach is consistent with Kazakhstan’s state education program, which prioritizes critical thinking, creativity, and communication skills. Additionally, it supports the “Trilingual Policy,” aimed at promoting proficiency in Kazakh, Russian, and English.

Integration into National Curriculum: Kazakhstan’s education standards for secondary schools include competency-based approaches. English language teaching focuses on communicative tasks and collaborative projects.

1.2 Project-Based Language Teaching

Firstly, we need to know the mainly meaning behind project-based learning in English language. «“Projects” are defined by questions or problems that are collaboratively investigated by students and teachers utilizing technology and resulting in a series of artifacts or products that address the questions or problems over time» [1, p. 5].

Specifically, one of the goals include: Projects often incorporate elements from other subjects, for example history or geography, and delved into the topics that relevant to Kazakhstan’s cultural heritage and global issues.This render students to master language skills while addressing issues to their community and the wider world.

2 Project-Based Language Learning (PBL) as a Tool for Motivating Secondary School Students

2.1 Engaging Students Through Real-World Applications

«Project-Based Language Learning (PBL) provides an innovative and practical methodology to teaching languages by integrating real-world applications into the curriculum» [2, p. 72]. Unlike traditional language learning methods that often concentrate on rote memorization also isolated grammar exercises, PBL engages learners in significant projects that entail active use of the target language. For secondary school students, this technique provides relevance, making the language-learning process more involving and enjoyable.

For instance, a project that challenges students with creating a travel guide for a country where the target language is spoken could spark curiosity and enthusiasm. Students research cultural norms, landmarks, and cuisine, showing their findings in the target language. Such activities not only enhance linguistic skills but also cultivate a deeper appreciation for the culture associated with the learning.

2.2 Enhancing Collaboration and Communication

PBL inherently involves collaboration, as learners often work in teams to achieve their project goals. This teamwork fosters communication and peer learning, which are essential for language acquisition. Secondary school students, who are typically at a developmental stage where social interaction is pivotal, benefit immensely from such collaborative environments.

For example, a project that related to plan a mock business meeting or organizing a community event in the target language motivate students to use language in real life. They practice negotiation, presentation, and interpersonal oral communication skills, all while building confidence in their language abilities. Moreover, collaboration often leads to peer correction and shared learning, which can improve accuracy and fluency in the target language.

2.3 Promoting Critical Thinking and originality

One of the most important advantages of PBL is its ability to promote critical thinking and originality. Language learning is no longer confined to textbooks nevertheless becomes a dynamic process where students solve problems and innovate solutions. By engaging in projects that require them to create, analyze, also synthesize information, students naturally deepen their language knowledge besides production skills.

For instance, planning a marketing campaign for a product in the target language challenges students to consider analytically about persuasive techniques and audience arrangement. Similarly, writing and performing a short show or film allows students to search creative storytelling while practicing vocabulary, grammar, also pronunciation.

2.4 Building Motivation Through Autonomy

Motivation is an essential aspect in language learning, particularly for secondary school students, who often face competing academic and social pressures.

«Contextualized learning is a foundation of PBL, as it integrates language skills into practical, real-world scenarios» [3]. This method helps students understand how the language functions in everyday life, bridging the gap between classroom instruction and real-world usage

For example, a project that simulates planning a trip abroad—containing booking flights, hotels, and activities in the target language—offers students vocabulary and phrases they can immediately apply in real-life situations. Contextualized learning also makes grammar and syntax more comprehensible, as students see how rules operate within meaningful communication.

A motivated student strives to master the language not only within the classroom but also beyond, which significantly enhances their language skills, particularly listening, speaking, reading, and writing. In today’s world, language proficiency expands career opportunities and facilitates exposure to diverse cultures, contributing to students’ well-rounded development.

«Project-based activities are an educational method involving students in researching a specific topic or solving a particular problem» [4]. This approach not only helps students acquire knowledge but also enables them to develop practical skills through its application.

3 Types of Project-Based Methods for Teaching English Through Activities:

1. Research Projects: Students explore a specific topic, gather information, and present their findings in English. This approach enhances their research and analytical skills while improving their ability to convey ideas in the target language.
2. Role-Playing Activities: Students act out roles related to a specific topic or situation, which not only develops their speaking skills but also helps them understand various cultural aspects. This method fosters creativity and real-world communication practice through drama presentation of historical events.
3. Presentation Projects: Students prepare a presentation on a chosen topic and deliver it in English. . A well designed project can have several products they may include: presentations to class (with Canva, Ted talks, etc.) poster presentation (with mingle activities).

4 Profits of project-based learning for secondary school students

4.1 “Exploring Foreign Cultures” Project:. This task not only increased their motivation to learn English but also imparted a sense of respect for diverse cultures. Encouraged by the teacher, some students began watching English-language movies and listening to music, which immersed them further in the language environment. This project demonstrated the richness of the cultural dimension of language and significantly enlarged students’ eagerness to learn.

4.2 “Travel Planning” Project: This project provides a practical approach to language learning by preparing students for real-world situations. This experience not only enhanced their speaking and writing skills but also fostered creativity. Through this project, students are encouraged to apply language skills in practical settings, enhancing their confidence and curiosity for independent exploration.

4.3 “Addressing Environmental Issues” Project: Fostering Social Responsibility and Language Learning

This activity not only developed their language skills but also heightened their awareness of ecological issues. Through such projects, students learn that English can be used as a practical medium for solving pressing global problems. They develop a sense of responsibility and find new motivation to learn the language, understanding its relevance in real-life situations.

Conclusion

Project-based learning is an influential tool for stimulating learner interest to learn English and deepening their language skills. This method inspires students to participate in activities that close to real life, foster a deeper engagement with the language. The profits of project-based learning extend beyond vocabulary acquisition. Students improve comprehensive skills such as listening, speaking, reading, and writing. These activities also cultivate creativity, critical thinking, teamwork, and decision-making, making language learning a holistic experience.

Projects like “Addressing Environmental Issues” or “Travel Planning” demonstrate how English can be used practically, encouraging both language acquisition and life skills. «Studies show that project-based learning significantly increases motivation and interest in language learning» [5, p. 31]. For example, group projects teach students to cooperate efficiently while allowing them to apply their skills in realistic communication contexts. This builds confidence, reduces fear of speaking .As a result, English becomes an integral part of their daily lives, sustaining their interest in the long term. Incorporating project-based learning widely into the educational process can improve the quality of language learning and open new opportunities for students, making the process engaging, relevant, and effective. Through this approach, students see English not just as an academic requirement but as a valuable tool for personal and professional growth.

References:

1. Joseph K., Charlene C., Carl B. Teaching Children Science: A Project-Based Approach. McGraw-Hill, 1998. — 356 p.
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3. Xiaohui Sun, Peiqi Zhu. Implementing Project-Based Language Teaching to Develop EFL High School Students’ Key Competences. Beijing, 2023. — URL: https://www.mdpi.com/2071-1050/15/2/1658
4. Pam G., Christopher G., Pupik D., Sarah S.K., Zachary H. Preparing Teachers for Project-Based Teaching. Pennsylvania, Philadelphia, 2019. – URL: http://ler.s3.amazonaws.com/Grossman+et+al+4_2019.pdf
5. John W.T. A Review of Research on Project-Based Learning. San Rafael, California, 2000. – 48 p. — URL: http://www.bobpearlman.org/BestPractices/PBL_Research.pdf