Implementing Project-Based Learning in English Language Classes – a Case of Kosovar Lower Secondary Schools

Abstract

Project-based learning (PBL) is a contemporary educational approach in which students engage in authentic tasks and scenarios while working on various projects. Throughout the process, students are encouraged to participate actively in their learning. Since this methodology is not commonly used in Kosovo, the current study aimed to assess the extent to which information and communication technology (ICT) is utilized during the implementation of PBL in lower secondary English classes in Kosovo. Furthermore, the study aimed to investigate the effectiveness of PBL in enhancing students’ ability to acquire English as a foreign language. The study focused on analyzing teachers’ perspectives on the use of ICT when implementing PBL in English classes. The findings from an online survey show that teachers use ICT to a certain degree when implementing PBL and that a considerable number of teachers are interested in receiving specialized training to enhance their use of technology in future classes. Generally, teachers prefer project-based methods, but PBL is not widely utilized in the Kosovar education system. Finally, teachers and students with a positive attitude towards ICT and PBL are willing to implement them in their school settings.