Skip to main navigation menu Skip to main content Skip to site footer

Vol. 12 No. 06 (2025)
International Multidisciplinary Journal for Research & Development

Articles

PROJECT-BASED LEARNING IN ENGLISH LANGUAGE TEACHING: INTEGRATING ENVIRONMENTAL TOPICS TO BOOST ENGAGEMENT

Published 2025-06-21 — Updated on 2025-06-21

  • Saydamatova Nigora Sheraliyevna

Saydamatova Nigora Sheraliyevna
Tashkent State Agrarian University

Abstract

Traditional English Language Teaching (ELT) methodologies often struggle to maintain high levels of student engagement, particularly in contexts where English exposure is limited outside the classroom. This article explores the transformative potential of Project-Based Learning (PBL), specifically when integrated with compelling environmental topics, as a dynamic approach to enhance English language acquisition and foster deeper student engagement. Drawing upon pedagogical theories that emphasize active learning, collaboration, and authentic communication, this paper argues that PBL provides a rich, interdisciplinary framework for language learning. The integration of environmental themes offers inherent relevance, urgency, and real-world connections, naturally motivating learners to use English meaningfully. This article discusses the theoretical benefits of PBL in ELT, details how environmental topics can be effectively woven into projects, outlines the practical implementation steps, and highlights the resulting gains in communicative competence, critical thinking, and overall student motivation. While acknowledging potential challenges such as resource management and assessment, the article concludes that this innovative approach can create a highly engaging and effective learning environment, empowering students to use English for real-world purposes while addressing critical global issues.

Keywords

Project-Based Learning (PBL), English Language Teaching (ELT), environmental topics, student engagement, communicative competence, critical thinking, interdisciplinary learning, collaborative learning, authentic tasks.

DOWNLOAD PDF

References

  1. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman.
  2. oAnnotation: Provides a framework for educational objectives crucial for designing effective PBL projects.
  3. Crystal, D. (2003). English as a Global Language (2nd ed.). Cambridge University Press.
  4. oAnnotation: Provides context for the global importance of English, reinforcing the need for engaging ELT methodologies.
  5. Dewey, J. (1938). Experience and Education. Macmillan.
  6. oAnnotation: A foundational text for experiential learning and constructivism, principles central to PBL.
  7. Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press.
  8. oAnnotation: Offers insights into various strategies for fostering and maintaining student motivation in language learning, a key benefit of PBL.
  9. Fullan, M. (2001). The New Meaning of Educational Change (3rd ed.). Teachers College Press.
  10. oAnnotation: Discusses the complexities of educational change processes, relevant to implementing innovative approaches like PBL.
  11. Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Education.
  12. oAnnotation: A comprehensive guide for ELT practitioners, offering practical advice on teaching methodologies relevant to PBL.
  13. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
  14. oAnnotation: Introduces the Experiential Learning Cycle, providing a theoretical backbone for the hands-on nature of PBL.
  15. Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Longman.
  16. oAnnotation: Emphasizes the importance of comprehensible input, which PBL can provide through diverse and authentic content.
  17. Nunan, D. (2003). Practical English Language Teaching. McGraw-Hill.
  18. oAnnotation: Provides practical guidance on communicative language teaching (CLT) and task-based learning (TBL), both closely related to PBL.
  19. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.
  20. oAnnotation: Discusses various language teaching approaches, including CLT, which PBL strongly supports.
  21. Saydamatova, N. S. (2025). DEVELOPING CRITICAL THINKING SKILLS THROUGH ENGLISH READING ACTIVITIES. International Multidisciplinary Journal for Research & Development, 12(02).
  22. oAnnotation: Directly supports the development of critical thinking, a core skill fostered by PBL.
  23. Saydamatova, N. S. (2025). THE IMPACT OF GAMIFICATION ON ENGLISH LANGUAGE LEARNING. International Multidisciplinary Journal for Research & Development, 12(02).
  24. oAnnotation: Provides insights into motivational strategies like gamification, which can complement PBL in boosting student engagement.
  25. Saydamatova, N. S. (2024). MASTERING ENTREPRENEURIAL TERMINOLOGY: A FIVE-STAGE GUIDE FOR ENGLISH LEARNERS. Web of Scientist: International Scientific Research Journal, 5(2), 383–386.
  26. oAnnotation: Discusses specialized terminology acquisition, relevant to the content-specific vocabulary encountered in environmental PBL.
  27. Saydamatova, N. S. (2024). MODERN APPROACHES TO TEACHING AN AGRONOMY ENGLISH TERMINOLOGY DICTIONARY. American Journal of Interdisciplinary Research and Development, 25, 364–367.
  28. oAnnotation: Highly applicable to the interdisciplinary nature of environmental topics, particularly in agricultural contexts relevant to Uzbekistan.
  29. Saydamatova, N. S. (2024). THE IMPORTANCE OF GRAMMAR IN THE STUDY OF ENGLISH LITERATURE. American Journal of Interdisciplinary Research and Development, 25, 138–141.
  30. oAnnotation: Addresses the role of grammar, a fundamental component that students apply in their PBL outputs.

Downloads

Download data is not yet available.