PROJECT-BASED LEARNING FOR DEVELOPING INTEGRATED SKILLS IN A2 LEARNERS
Keywords:
Keywords: project-based learning, project-based language learning, A2 learners, CEFR, integrated skills, scaffolding, assessmentAbstract
Abstract: Project-based learning (PBL) has been promoted as an instructional
approach that fosters meaningful learning, collaboration, and integration of multiple
language skills. This paper investigates how PBL can be designed and implemented
specifically to develop integrated skills (listening, speaking, reading, writing) in
English learners at the CEFR A2 level. Using a systematic review and thematic
synthesis of empirical and theoretical literature (2000–2024), the study summarizes
PBL principles, examines evidence of effectiveness for language learning, and
identifies design features and assessment strategies that optimize learning for A2
pupils. Findings indicate that well-scaffolded PBL units—characterized by clear
driving questions, staged scaffolding, multimodal tasks, explicit language focus, and
formative assessment—support integrated skill growth and learner motivation.
However, the strength of the evidence base for A2-specific outcomes remains emerging
and uneven: many studies report positive attitudinal and communicative gains, while
robust long-term, CEFR-aligned outcome data are limited. The paper concludes with
practical unit designs tailored to A2 classrooms, recommended teacher roles,
assessment rubrics, and directions for longitudinal and controlled research.
References
References:
homas, J. W. (2000). A Review of Research on Project-Based Learning. (Autodesk
Foundation/WestEd).
2. Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J., Guzdial, M., & Palincsar,
A. (1991). Motivating project-based learning: Sustaining the doing, supporting the
learning. Educational Psychologist, 26(3–4), 369–398.
3. Stoller, F. L. (2002). Project work: A means to promote language and content. In J.
C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An
anthology of current practice (pp. 107–120). Cambridge University Press.
4. Beckett, G. H., & Slater, T. (2005). The Project Framework: A tool for language,
content, and skills integration. ELT Journal, 59(2), 108–116.
5. Zhang, L., et al. (2023). A study of the impact of project-based learning on student
learning effects: A meta-analysis study. [Meta-analysis].
6. Guo, P., et al. (2020). A review of project-based learning in higher education.
[Review article].
7. Internationals Network. (2023). Learners All the Time: Project-Based Learning and
Multilingual Learners (Learning Brief). Internationals Network.
8. Council of Europe. (2020). Common European Framework of Reference for
Languages: Learning, teaching, assessment — Companion volume. Council of
Europe Publishing.
