PROJECT-BASED LEARNING (PBL) IN A CLIL CLASSROOM: THE CASE OF KAZAKHSTAN

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dc.contributor.authorBalzhan Sengerbekova
dc.contributor.authorKymbat Smakova
dc.contributor.authorViktor Avasi
dc.date.accessioned2025-10-17T09:28:02Z
dc.date.available2025-10-17T09:28:02Z
dc.date.issued2024
dc.description.abstractThis 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.
dc.identifier.citationBalzhan 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
dc.identifier.urihttps://repository.sdu.edu.kz/handle/123456789/2079
dc.language.isoen
dc.publisherSDU University
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectProject-Based Learning
dc.subjectCLIL
dc.subjectteachers
dc.subjectstudents
dc.titlePROJECT-BASED LEARNING (PBL) IN A CLIL CLASSROOM: THE CASE OF KAZAKHSTAN
dc.typeArticle

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