English Language Teachers’ Understanding of Project-Based Learning

Abstract

The study aimed to explore the English language teachers’ understanding of Project-Based Learning (PBL). It was carried out within the theoretical framework of social constructivism. I used narrative inquiry as a research method. I selected two English language teachers purposively as the participants for the study from two community schools of Rupandehi. I used in-depth interview as a major technique for the required information. The study revealed that the English language teachers had good understanding and positive views towards PBL. Moreover, it maximizes learning opportunities of students addressing mixed-ability learners, developing high level of confidence, critical thinking and social skills along with increased interaction. However, poor educational background of the students, lack of resourceful, skilled and professional teachers, lack of professional training and collaborative culture among them had been realized as challenges for effective implementation of PBL. This study may contribute to the quality improvement of the teachers and students providing some knowledge and insights for developing project-based learning such as developing students’ life skills, communication skills, self-confidence, collective responsibility through collaboration and authentic meaningful language use.