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Beckett, G.H. (2002). Teacher and student evaluations of project-based instructions. //TESL Canada Journal//, //19//(2):52-66. Beckett's article is mainly about [|project-based instruction]and the way teachers and students evaluate this unconventional way of teaching. Though the project approach is increasingly gaining popularity in __general education__ and in __second-language__ education a review of literature shows discrepancies between teachers' and students' evaluations of this nontraditional form. Unlike general education teachers and students who show positive evaluations for the project method, ESL teachers' and students' evaluations show mixed results. While some ESL teachers and students endorse the project-based instruction, others are [|frustrated.] Project-based instruction was introduced into L2 education in response to perceived inadequacies in [|Krashen's (1981) input hypothesis]. Krashen claimed that comprehensible input is the most important variable in L2 acquisition. However, other perspectives like Swain's (1985) show that comprehensible input alone is insufficient, learners need to produce comprehensible output through meaningful interaction with native speakers. Hence, project-based instruction has been applied to provide L2 learners with opportunities to interact and communicate with each other and with native speakers of the target language in authentic contexts. General education literature shows that project-based instruction has many benefits: motivating students to learn/ fostering [|problem-solving]/ developing independent and cooperative working skills- more independence from teachers and more cooperation among students/ promoting critical thinking/ developing decision-making skills/ engaging in in-depth learning of subject-matter content- students are pushed to consider increasingly broader perspectives, instead of narrowing their thinking as the unit progressed. Furthermore, ESL literature emphasizes the opportunities that project-based instruction provides for comprehensible output. It also suggests that occasionally this activity fosters analytical and [|management skills]. A number of studies have been conducted on project-based instruction. Compared with general education, research on project-based work in L2 education is rare. Only two doctoral-level research studies on project-based work in L2 education have been found. One study was conducted by Beckett (1999) and the other was carried out by Eyring (1989). Some of the studies which explored the evaluation of general education teachers on project-based instruction show that some science teachers had difficulties making the transition to a new way of teaching, especially one that gives ownership to the students, others encountered some difficulties in classroom management in large-group activities, but in general they enjoyed the project-oriented approach. They illustrated that project-based science enabled them to see new possibilities in teaching, to develop new teaching strategies, and to refine their existing strategies. Concerning the students' evaluations, studies show that the student participants- students of technology, community agency counseling, calculus and math- in general evaluated this educational activity positively. The results of Beckett's systematic research study show that ESL teachers evaluated project-based instruction favorably. They think that it allowed them to take an integrated approach to language teaching (integrating language, content and skills)/ it also allowed them to foster [|critical thinking]and problem-solving skills and promoted independent as well as cooperative learning skills/ it showed creative and in-depth work in the students' projects/ it provided contexts for their students to learn English functionally (i.e., by listening to, speaking, reading and writing English. On the other hand, the results of Eyring's show the teacher evaluations to be mixed. The teacher participant in the study was impressed by the oral presentation skills that all her students gained from the experience of project-based instruction and by the fact that they designed a real-life activity as part of the project. She also reported frustrations and tensions because negotiating the [|curriculum] with the students regarding project-based instruction was complex and demanding. The students also didn't participate enthusiastically in the course planning. ESL students' evaluations are mixed. Some students enjoyed project-based instruction as it provided them independence. Through the [|listening activity]eir project work they learned about team work and improved their reading, writing and listening skills. For other ESL students although they carried out their projects successfully and impressively their evaluations expressed dilemmas, frustrations and tensions. They preferred to learn from their teachers and textbooks as opposed to learning by themselves from other resources. Students appeared to consider separate grammar lessons to be more important than doing projects, although they conducted their project work by listening to, speaking, reading and writing in English using grammar. My personal response: I think that prior to implementing project-based instruction in our L2 classes we need to assist our students to understand and benefit from the many potentials of this [|educational activity]. I think that this point needs to be emphasized because it is apparent from Beckett's and Eyring's research studies that L2 students dislike the power given to them during the project work. Furthermore, if our students are used to the teacher-centered way of teaching-learning we should gradually implement the project-based instruction. Besides,I think that though project work is time-consuming it does develop independent students whose work are recognized with critical and in-depth thinking, two necessary criteria for preparing our students to the academic life at universities. [|krashen's input hypothesis] From their comments on my article's summary, it is apparent that my colleagues appreciate the project-based approach for its many beneficial effects on the students.Yet, two colleagues think that this way of teaching-learning is effective for highly motivated students perse. Orly herself and my colleagues Samar, Aleen and Noga favour the project approach mainly for raising independent and responsible learners. My colleagues add and say that the project approach is better than the teacher-oriented as it equips their students with the learning skills of problem-solving, critical thinking, decision making and cooperation. Such skills are prerequisite for the students' future academic life. Islam mentions that of the problems which teachers are likely to face when conducting the project approach is having students borrowing others' projects.Some students use others' projects as if they are theirs and submit them to their teachers. In my opinion, this problem is dramatic because if we overlook it our students will get used to it. Our students' attention must be directed to this problem in order to warn them of plagiarism, a problem they are likely to face in their academic studying. None mentioned the effect of the project approach on teachers. I would like to add that the project based approach is beneficial for teachers as well. It encourages them to be knowledgeable in the subject mater material (topics) to which they may expose their students, and involve higher-order thinking skills in order to enable their studentsto deal with, for example, the skills of critical thinking and problem solving.
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