Implementing Cooperative Project-Based Learning: Difficulties and Innovative Solutions

Abderrazak Zaafour, María Sagrario Salaberri Ramiro


Cooperative Project-Based Learning (CPBL) is a task-based approach to teaching and learning that enhances students’ motivation to learn cooperatively in groups, investigate and respond to engaging tasks to produce a final product when learning English as a Foreign Language (EFL). However, motivating teachers to implement CPBL in their classrooms is challenging. The present study explored challenges and difficulties teachers of English encounter in their attempt to implement CPBL and provided practical solutions to enhance teachers’ motivation to adopt it. The participating teachers’ perceptions regarding the influence of CPBL on students’ English learning were also considered. Significantly, this study applied quantitative and qualitative techniques, which provide the means to determine whether there are connections among the study’s variables and, if so, how each one may influence the other. As part of the research process, and to identify the perceptions, attitudes, and opinions of 84 educators, survey instruments were distributed, structured interviews were conducted, and classrooms were observed. The results of the study revealed that only 26% of teachers used this methodology. However, 68% demonstrated positive attitudes towards CPBL as a powerful constructional approach. Considerably, the findings indicate some important implications for course designers and teachers of English.

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World Journal of English Language
ISSN 1925-0703(Print)  ISSN 1925-0711(Online)

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