Bridging Theory and Practice: A Case Study of Problem-Based Learning and Project-Based Learning in English Language Teaching

Authors

  • Turdalieva Mokhlaroyim Maxammadismoil qizi Student of Uzbek State World Languages University
  • Gilyazetdinov Eldar Zamirovich Senior teacher, Teaching English Language Methodology Department

Keywords:

problem-based learning (PBL), project-based learning, PrBL, case-study, critical thinking, problem-solving, and collaboration skills, authentic learning experience, learner-centered environment

Abstract

This article explores the implementation of Problem-based learning (PBL) and Project-based learning (PrBL) in English language teaching, focusing on bridging the gap between theoretical concepts and practical application. Drawing on a case study approach, the article examines how PBL and PrBL can be effectively integrated into English language classrooms to enhance students' language skills and critical thinking abilities. Theoretical frameworks of PBL and PrBL are discussed, highlighting their key principles and benefits in language teaching. Specific examples of PBL and PrBL scenarios are provided, illustrating the implementation steps and outcomes of each approach. The article concludes with a discussion on the transformative potential of PBL and PrBL in English language teaching, emphasizing the importance of incorporating real-world tasks to enrich students' learning experiences.

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Published

2024-03-12

How to Cite

Maxammadismoil qizi, T. M., & Zamirovich, G. E. (2024). Bridging Theory and Practice: A Case Study of Problem-Based Learning and Project-Based Learning in English Language Teaching. American Journal of Language, Literacy and Learning in STEM Education (2993-2769), 2(3), 185–190. Retrieved from https://grnjournal.us/index.php/STEM/article/view/3630

Issue

Vol. 2 No. 3 (2024): American Journal of Language, Literacy and Learning in STEM Education (2993-2769)

Section

Articles