PROJECT-BASED LEARNING (PBL) IN A CLIL CLASSROOM: THE CASE OF KAZAKHSTAN
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
SDU University
Abstract
This study investigated the effects of project-based learning (PBL) on English language development during a biology lesson within CLIL context. The object of the study was PBL, while the purpose of the study was to investigate the effects of PBL on CLIL development in learners. This qualitative research was conducted at three schools in Kazakhstan using three CLIL classes teaching biology in English. Data was collected in parallel through classroom observations and focus group interviews. The research findings revealed that PBL significantly improved classroom climate during CLIL implementation and that both teachers and students perceived PBL positively despite the shortcomings associated with a large time commitment and the difficulty of objectively assessing group performance. The results of the study can help school authorities improve the quality of CLIL practices in light of PBL.
Description
Keywords
Project-Based Learning, CLIL, teachers, students
Citation
Balzhan Sengerbekova, Kymbat Smakova, Viktor Avasi / PROJECT-BASED LEARNING (PBL) IN A CLIL CLASSROOM: THE CASE OF KAZAKHSTAN / SDU Bulletin: Pedagogy and Teaching Methods 2024/1 (66) / 2024