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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
Language: English
Authors: Kymbat Smakova (ORCID 0000-0003-3688-4111)
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
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  Data: English Language Teachers' Perceptions of Implementing Project-Based Learning in Kazakhstani Secondary Schools
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  Data: <searchLink fieldCode="AR" term="%22Kymbat+Smakova%22">Kymbat Smakova</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3688-4111">0000-0003-3688-4111</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Interdisciplinary+Journal+of+Problem-based+Learning%22"><i>Interdisciplinary Journal of Problem-based Learning</i></searchLink>. 2026 20(1).
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  Data: 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
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  Data: 21
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Kazakhstan%22">Kazakhstan</searchLink>
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  Label: ISSN
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  Data: 1541-5015
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: School Administration
        Type: general
      – SubjectFull: Teacher Administrator Relationship
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Alignment (Education)
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      – SubjectFull: Standards
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      – SubjectFull: High School Teachers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Urban Schools
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      – SubjectFull: Language of Instruction
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      – SubjectFull: Kazakhstan
        Type: general
    Titles:
      – TitleFull: English Language Teachers' Perceptions of Implementing Project-Based Learning in Kazakhstani Secondary Schools
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            NameFull: Kymbat Smakova
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              M: 01
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              Y: 2026
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