Proposing Project Based Learning as an alternative to traditional ELT pedagogy at public colleges in Pakistan

Abstract

Purpose – The purpose of this paper is to study the effectiveness of Project Based Learning (PBL) in comparison to the prevailing English language pedagogy. Design/methodology/approach – The pre-test/post-test experimental design with one control and one treatment group was used to complete the study that was carried out for 12 weeks. In all, 140 female students enrolled in Grade-XI at a public college in Karachi, Pakistan, were randomly divided into the two groups to compare the traditional pedagogy with the proposed PBL method. The participants in the experiment and control groups were taught the same prescribed curriculum using the PBL and traditional pedagogy, respectively. Findings – The study shows PBL to be a better instructional method as compared to the existing traditional pedagogy for teaching compulsory English at public colleges. The participants in the experiment group who were taught through PBL performed better on different curriculum areas as established through the pre- and post-test scores; and they were also found better motivated towards the English course. The data analyses and interpretation suggests that PBL can easily replace the conventional pedagogy and can improve compulsory English teaching – learning practices and outcomes at public colleges in Pakistan. Research limitations/implications – One major limitation was that the PBL methodology was to focus around the curriculum content; and, finally, assess students on the lines as they need preparation for the state-held end of year examinations which serve as the qualification for admission to undergraduate study at universities. The present study was carried out at just one institution comprising female only population; hence the results need validation at other institutions having male or mixed populations. The study cultivated a culture among language teachers for experimenting with different pedagogies, consequently, alongside PBL other language pedagogies may be tried to improve teaching- and learning of compulsory English. The study demonstrated that there is an interest in teachers and learners both for improving current practices and culture. Also, the required resources and that enable this desired change are available within the existing academic set up. Practical implications – This study attempts to solve a serious problem faced by teachers and learners pursuing English course at colleges. It tests out a pedagogy that teachers may adopt within the existing setups. Social implications – The students graduating from tertiary education institutes in Pakistan desperately need good language and communication skills for further education and career. Due to ineffective language teaching, these students are unable to develop the needed language skills, and consequently miss out on different opportunities. Originality/value – This paper is among the foremost experimental study undertaken to reform language teaching at public colleges in Pakistan. It proposes a practical solution to replace the traditional pedagogy and enables teachers and students to engage in teaching learning of English more meaningfully.

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