Investigating the Use of Project-Based Learning in Enhancing Listening Comprehension Skills of English Language Learners

Abstract

implementing Project-Based Learning, teachers can ensure that they are effectively promoting the development of authentic communication skills

We used the Listening Comprehension Test to gather data and t-tests, ANOVA, and the Tukey post hoc test to look at it. These people and the situation This study used two sites that are linked to universities in Iraq. At the start of the study, 44 Iraqi men and women between the ages of 21 and 26 were taking a class called Communicative English. There were two healthy groups because it wasn't possible to pick people at random for the study. The experimental group had 25 students and the control group had 19. People over, t-tests of the students' scores on the Listening Competency Test showed that the English language students who were taught using the PjBL method did much better than those who were taught using the traditional method.

In this study, people didn't just learn how to listen on their own. They were instead built up over time through things like lectures and group chats. Before each group chat, the students were told what they were going to talk about so they could picture what they wanted to achieve

If the teacher saw that some of the students were having trouble with a task during the talk, she would offer help so that they could keep going forward. The different kinds of help went from the teacher giving as little help as possible, like giving them websites to look at, to teaching them quickly about the hard subject. The teacher and students could also talk back and forth during group meetings, when students often had questions or wanted to know more.

It was also thought that group discussions helped the students' listening skills. When the class gave group talks, the teacher made sure that everyone in the room learned something.