English Language Teachers' Perceptions of Implementing Project-Based Learning in Kazakhstani Secondary Schools
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| Title: | English Language Teachers' Perceptions of Implementing Project-Based Learning in Kazakhstani Secondary Schools |
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| Language: | English |
| Authors: | Kymbat Smakova (ORCID |
| Source: | Interdisciplinary Journal of Problem-based Learning. 2026 20(1). |
| Availability: | Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; Web site: https://scholarworks.iu.edu/journals/index.php/ijpbl/index |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education High Schools |
| Descriptors: | Language Teachers, English (Second Language), Active Learning, Student Projects, Second Language Instruction, Teacher Attitudes, Foreign Countries, Secondary Schools, School Administration, Teacher Administrator Relationship, Teaching Methods, Alignment (Education), Standards, High School Teachers, Secondary School Teachers, Urban Schools, Language of Instruction |
| Geographic Terms: | Kazakhstan |
| ISSN: | 1541-5015 |
| Abstract: | In recent years, the significance of learner-centered approaches has been widely recognized in foreign language education, emphasizing teacher roles in promoting meaningful learning and 21st-century skills. Project-based learning (PjBL) has long been a constructivist approach involving learners' participation in authentic, real-world issues and meaningful content. This study investigates whether Gold-Standard PjBL is relevant and applicable in Kazakhstani English-medium schools and explores the attitudes of school administration toward EFL teachers implementing PjBL and their support for it. Qualitative and quantitative data involving 103 EFL teachers reveal that teachers are aware of the PjBL essentials and acknowledge the support of their school administration. However, their teaching practices fail to comply with the essential principles of a Gold-Standard, requiring further encouragement and promotion. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506112 |
| Database: | ERIC |
| Abstract: | In recent years, the significance of learner-centered approaches has been widely recognized in foreign language education, emphasizing teacher roles in promoting meaningful learning and 21st-century skills. Project-based learning (PjBL) has long been a constructivist approach involving learners' participation in authentic, real-world issues and meaningful content. This study investigates whether Gold-Standard PjBL is relevant and applicable in Kazakhstani English-medium schools and explores the attitudes of school administration toward EFL teachers implementing PjBL and their support for it. Qualitative and quantitative data involving 103 EFL teachers reveal that teachers are aware of the PjBL essentials and acknowledge the support of their school administration. However, their teaching practices fail to comply with the essential principles of a Gold-Standard, requiring further encouragement and promotion. |
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| ISSN: | 1541-5015 |
