See discussions, stats, and author profiles for this publication at: [Link]

net/publication/336230669

Enhancing Communication Skills of ESL / EFL Learners Through In-class

Project- Based Tasks and Activities: A Pedagogical Framework

Article · October 2019

CITATIONS READS

2 3,839

4 authors, including:

Vijay Thakur Khalid Almashikhi

Dhofar University Dhofar University
48 PUBLICATIONS 75 CITATIONS 10 PUBLICATIONS 4 CITATIONS

SEE PROFILE SEE PROFILE

All content following this page was uploaded by Vijay Thakur on 03 October 2019.

The user has requested enhancement of the downloaded file.

ADALYA JOURNAL ISSN NO: 1301-2746

Enhancing Communication Skills of ESL /

EFL Learners Through In-class Project-
Based Tasks and Activities: A Pedagogical
Framework
Vijay Singh Thakur#1, Salim Mahad Al Mashani*2, Khalid Almashikhi#3

1Associate Professor, Department of English Language and Literature, Dhofar University, Salalah, Sultanate of Oman
2Lecturer, Department of Arabic Language and Literature, Dhofar University, Salalah, Sultanate of Oman
3Acting Dean, College of Arts and Applied Sciences, Dhofar University, Salalah, Sultanate of Oman
1vijay_thakur@[Link], 2salim_almashani@[Link], 3Khalid@[Link]

ABSTRACT

Due to several constraints of unmanageably large classes, untrained language teachers, unsuitable
teaching materials, insufficient teaching hours, Communicative Approach to Language Teaching
remains ineffective in delivering the desired results. The target students are not able to actively
participate in authentic communication in ESL / EFL classrooms. As a result, there remains a wide
range of gaps between the actual entry-level of students and their desired level of communicative
competence, especially at the tertiary level of education. How do we bridge these gaps? Perhaps the
answer lies in the philosophy of project work. The dichotomy of communicative levels could be
effectively minimized, and the gaps could be considerably bridged through the frequent use of
project-based tasks and activities in the ESL/EFL classrooms. Influenced by this motivation, the
present paper aims at suggesting a prototype pedagogical framework of in-class project-based
English language pedagogy which may transform the otherwise dull and mundane ESL / EFL
classes into vibrant communicative environments and prepare the students for their present
academic needs and future job-related requirements. The paper highlights the implications of a
communicative approach to language teaching, the importance and need of project work in English
classrooms, traces viable project areas and topics and demonstrates how this idea would work in
line with the shift from a teacher-directed to learner-fronted approach in ELT.

Keywords: analytic syllabus, authentic materials, content-based learning, communication skills,

ESL/EFL learners, project-based framework

I. INTRODUCTION

Very few in the profession of teaching English language skills would question the need
and benefits of skills development through an integrated framework in ESL / EFL classrooms
and the need to facilitate and promote authentic and meaningful communication rather than
practicing the language for its own sake in the classrooms. Researches in Communicative

Volume 8, Issue 9, September 2019 1357 [Link]

ADALYA JOURNAL ISSN NO: 1301-2746

Language Teaching have shown that human competence in oral and written language grows as
language is used for real purposes— without formal drill, intensive corrective feedback, and
direct instruction. In the natural process the students learn as they engage as active agents
constructing their coherent views of the world and of the language human beings use to interact
with the world and with each other.

Contemporary approaches to English Language Teaching emphasize on (a) generating

communication through teaching materials and classroom activities as a core feature of
Communicative Language Teaching; (b) using tasks which facilitate purposeful communication
and interaction as prescribed by Task-based Language Teaching; and (c) focusing on the
understanding of information communication and real-world knowledge through language,
which is the main focus of content-based approach to language teaching. These core
assumptions in the contemporary approaches correspond with the philosophy of non-
interventionist, experiential approach of the analytic syllabus in which the learners are expected
to be heavily engaged in real-life communication with the target language organized in terms of
the purposes language is used for. Thus, learners are believed to incidentally draw accurate
conclusions about the formal aspects and lexical usage of the language using their analytic
abilities. In this context, to use White’s (1988) [1] view, analytic syllabuses stress on the self-
realization and growth of the individual and represent the educational value system that is
supported by progressivism. By implication, the primary concern in language teaching should be
on (a) defining the content in terms of what it means to the learners and what the learners bring
to the subject in the form of knowledge and interest; (b) determining how materials are learned—
to ensure process-oriented learning); (c) facilitating the occurrence of some degree of negotiation
between the learners and teachers; (d) ensuring that the assessment is partially decided based on
the learners’ own success criteria; and (e) making the instructional context more cooperative as
against more traditional and teacher-centered atmosphere. Kumaravadivelu (1994) [2] refers to
the last point on maximizing learning opportunities, which is an essential aspect of the learner-
centered curriculum. Classroom discourse should be generated through cooperative joint efforts
of the students and the teacher. It could be considerably achieved with the help of a problem-
posing type of education through in-class mini-projects. Such activity involves dialogue between
the students and the teacher and also between the students themselves. The purpose of this
dialogic activity is to stimulate and promote original ideas and opinions rather than to regurgitate

Volume 8, Issue 9, September 2019 1358 [Link]

ADALYA JOURNAL ISSN NO: 1301-2746

what others have said. To use Swain’s (1995) [3] view, tasks in the projects are meant to provide
input and opportunities to learners for authentic use of language, which is crucial in language
acquisition. The intention behind suggesting the use of several in-class mini-projects as against a
more extended project, which runs over the whole course, is to raise the frequency of project
activities and also to bring in a variety of project topics in the ESL / EFL classrooms to ensure
better learner motivation and participation in the simultaneous use of language skills.

Before we get down to discuss our framework of the use of mini-projects for the cohesive
enhancement of skills in ESL / EFL classrooms, it will be in the fitness of the discussion on the
matter to juxtapose segregated-skill instruction with the integrated format of instruction in ELT.

II. SEGREGATED VERSUS INTEGRATED-SKILL INSTRUCTION

As Mohan (1986) [4] rightly argues, the mastery of discrete language skills such as
reading and speaking is seen as the key to successful learning, and language learning is typically
separate from content learning in the segregated-skill approach to language teaching. It is
opposite of the integrated way the people use language skills in regular communication. It also
contradicts with the direction in which research results in English language teaching have been
moving in the recent past.

Perhaps teachers and administrators in traditional ESL / EFL programs find it logistically
easier to teach courses on writing detached from speaking, listening, and reading. Their thought
could have been that it is instructionally not possible to concentrate on, handle, and develop
multiple skills at a time. Even if it were possible to fully develop one or two skills detached from
the others, such an approach would not equip the learners with the skills desired for their success
in routine interaction, academic communication, and career-related language use. The primacy of
integrated-skill framework over the purely segregated approach is desirable for the reasons that it
exposes learners to authentic language and challenges them to interact naturally in the language.
As a result, the learners rapidly gain an authentic experience of the complexity and richness of
the use of English language in a variety of contexts. Thus, it can be successfully argued that
English language is not just a key to passing an examination or an object of purely academic
interest; instead, it becomes a real means of interaction and interpersonal sharing. As Harmer

Volume 8, Issue 9, September 2019 1359 [Link]

ADALYA JOURNAL ISSN NO: 1301-2746

(2015, p. 288) [5] rightly argues, if we want to provide maximum learning opportunities for the
different students in our classes, it makes sense to integrate different skills. Furthermore, this
approach is desirable for effective language learning and practice for the reasons that it enables
the teachers to examine and follow on students’ multiple skills in progress. Integrating skills also
helps in learning the real content as against the learning of language forms in isolation. Thus, the
integrated-skills approach can be an effective source of motivation and participation for the
students of all age groups and backgrounds.

Having seen the advantages of ELT in an integrated-skills framework, it is now time to

discuss the positive aspects of project work in ESL / EFL pedagogy.

III. POSITIVE ASPECTS OF THE PROJECT WORK

Project-based learning, in Stoller’s (2002, p. 109) [6] view, is a versatile vehicle for content
learning and fully integrated language use. It makes it a viable choice for language educators
working in different pedagogical environments. Project work, by its nature, leads to information
processing from a variety of sources, using real-life tasks, and natural integration of skills. Real-
world subject matters and topics of authentic interest become central to in-class project works.
Engagement with the real world can provide the basis for authentic input of language from the
outside world of real information and promote personal interest and involvement in the activity.
Project activities also provide a variety of language opportunities through incidental
contextualized language needs which are in line with Rivers (2000, p. xiii) [7] argument that
communication derives primarily from interaction. Though the teacher plays a significant role in
offering support and guidance of conducting the project work throughout the process, it has to be
student-centered as it is cooperative. It is not competitive as it gears up towards teamwork.
Students have the freedom to work on their own, at their own pace, in small groups or bigger
teams in order to complete the project via sharing resources, exchanging ideas, and exploiting
available expertise in the process. It allows scope for meaningful differences in learning abilities
and styles, increases responsibility for one’s learning, and promotes inter-personal relations.
Every project work is systematically geared towards and culminates in the desired end product
such as a bulletin-board display, a poster presentation, a study report, an oral presentation, or a
stage performance and thereby provides a sense of satisfaction of doing something personal and
original. Furthermore, the students’ project works reflect their perspective on the subject.

Volume 8, Issue 9, September 2019 1360 [Link]

ADALYA JOURNAL ISSN NO: 1301-2746

However, the value of the project lies in the process of working towards the accomplishment of
the end product rather than on the final product. As the project work is both process-oriented as
well as product-driven, it provides students sufficient scope and opportunities to develop their
language fluency, accuracy, and desired quality of the end product at different stages of the
ongoing work. Thus, project work provides better opportunities to improve language skills,
content learning and cognitive abilities vis-à-vis a higher degree of motivation, autonomy,
challenge, participation, confidence building, empowerment, and self-esteem.
After discussing the positive aspects of project work, it is now time to look at what is a
successful project-based learning.

IV. PROJECT WORK AND ITS PEDAGOGICAL BENEFITS

As Allan and Stoller (2005, p.11) [8] suggest, projects which are structured to maximize
language, content, and real-life learning and which involve teacher guidance, teacher feedback,
student engagement, and elaborated tasks with some degree of challenge are generally successful
project work. A review of a number of case studies such as Allen (2004) [9]; Gardner (1995)
[10]; Gu (2004) [11]; Ho (2003) [12]; Lee (2002) [13]; Levine (2004) [14]; Papandreau (1994)
[1]; Tomei, Glick, and Holst (1999) [16] suggest that a successful project-based learning is based
on real-world knowledge that can promote student collaboration and sustain their interest both in
the formal as well as functional aspects of language. At the same time, it also provides a
reasonable degree of independence and autonomy to the participants. Furthermore, it is both
process-oriented as well as product-based, and it also emphasizes on integrating skills and
reflection at the end of the project. The result in such project-based learning is often rich and
authentic: it results in improved language and content knowledge, enhances learners’ meta-
cognitive awareness, heightens critical thinking and decision-making skills, intensifies
motivation and engagement, and develops a good familiarity with the target language resources,
and improves social skills.

A discussion on pedagogical aspects of successful project-based learning logically leads

to exploring the area of viable project areas. In the next section, we shall highlight some areas
which could be exploited for fruitful project work in ESL / EFL classrooms.

Volume 8, Issue 9, September 2019 1361 [Link]

ADALYA JOURNAL ISSN NO: 1301-2746

V. SOME VIABLE FRUITFUL PROJECTS

This paper adopts a task-based and multi-layered approach, where the skills are
systematically developed within an integrated and interactive framework through responses to
real tasks in in-class mini-projects. Incidentally, project topics can be selected from a wide range
of subject categories. However, the key to successful and productive project work lies in
selection and defining the topics that are potentially interesting, engaging, and sustainable
throughout project work. Also, the outcomes of projects should respond to curricular objectives
and student needs.

Some authentic and viable mini projects worth trying in the ESL / EFL classrooms could be:

(i) Conducting in-class survey on views / opinions / attitudes for or against some issue /
policy / norm / rule / ideology.
(ii) Examining the way of life/point of view / historical events to form an opinion about the
culture of a country through the work of art
(iii) reading, summarizing and critiquing different types of texts
(iv) comparing newspapers / magazines / news stories / cartoons / advertisement
(v) reviewing full or partial stories / features / documentaries / films
(vi) analyzing film reviews and developing a consensus about the best and worst film
(vii) describing/comparing/ reflecting upon creative works

From the section on general project areas, it is time to move to the discussion of task-wise
project topics.

VI. PROJECT TOPICS AND TASKS: SOME VIABLE OPTIONS

VI.1. Reflecting on tourism postcards

Tourism postcards generally highlight interesting aspects of the cultural heritage of the
land, its geography, and history.

Students can be given some carefully selected tourism cards relevant to a particular country and
(a) asked to carefully examine the cultural elements portrayed and highlighted in the postcards;
(b) record their observations, prepare a vivid description of their reflections on the matter, and
share it before the class; (c) write a reflective essay on the life and cultural heritage of that
country.

Volume 8, Issue 9, September 2019 1362 [Link]

ADALYA JOURNAL ISSN NO: 1301-2746

VI. 2. Examining the film reviews

Students generally gravitate towards watching films and talking about them. Film reviews
provide useful information about the films. Therefore, students could be involved in reviewing
the film reviews by asking them to (a) Read the selected 4 to 5 film reviews and make notes on
the essential features in the story of the films, as highlighted; (b) discuss and decide which film
should be the best and which the worst to watch and/or not to watch and support the group’s
view with convincing arguments; (c) organize the notes in order to present the group’s ideas,
views, conclusion and justification(s); and (d) the group reporter presents and tries to persuade
the class to watch and/or not to watch the film they recommend. In the end, the class may vote
on which film they would be interested in watching or not watching to see if the group’s ideas
were convincing to the class or not.

VI. 3. Conducting in-class survey

Conducting an in-class survey on topics of students’ interest can be a highly motivating

activity. Students can be asked, for example, to (a) recall their most favorite and the least favorite
teachers; (b) discuss in their group the qualities of the two types of teachers based on which they
thought some teachers were more successful and popular than the others; (c) make a list of
qualities of the most popular and the least popular teachers based on their discussion; and then
(d) present the views of the group before the class.

VI. 4. Reflecting upon editorial cartoon(s)

Due to essential elements of exaggeration, humor, fun, and satire, editorial cartoons are a
precious resource for reflective language practice. Students can be involved both in an individual
capacity as well as in groups to study the given cartoons, discuss them in groups and prepare
suitable answers to the following: Students can be asked to focus on (a) What is the theme or the
central idea in the two given cartoons? (b) Is the idea presented entirely, successfully and
effectively? (c) What are the serious as well as humorous aspects projected in the two cartoons?
(d) How much is exaggerated and how much real in the two cartoons? (e) Is the exaggeration
justified? Finally, they may be involved in presenting their reflections to the whole class.

Volume 8, Issue 9, September 2019 1363 [Link]

ADALYA JOURNAL ISSN NO: 1301-2746

VI. 5. Reviewing commercial advertisements

Good advertisements hold inherent creativity and freshness of ideas presented therein,
which can appeal to the students and therefore, can be a good source of critical analysis and
discussion. Students can be involved in examining a set of two carefully selected advertisements
and assigned a group task to prepare a comparative analytical review and present it before the
class. The students can be asked to attempt the following: (a) Find out the words and phrases that
are aimed at praising the product or service. (b) Comment on how the advertisements will lose its
creativity and freshness of expression, and thereby intended effect if those words and phrases are
replaced by ordinary words. (c) Are there any incentives projected in the advertisements to make
them appealing to the customers or clients? Identify them. (d) Reflect upon how do the two
advertisements highlight and present the usefulness of the product/service concerning the
customers’ needs. (e) Analyze the language used in the advertisements to promote the product or
service? (f) Would you consider the two advertisements effective? Support your views and stand
with convincing reasons. (g) Do you find any difference in the techniques of persuasion used in
the two advertisements? Discuss and substantiate your views and arguments.

VI. 6. Comparing news stories

Based on the principles of journalistic ethics, news reporting should be unbiased and
neutral. However, does it always happen in reality? It is an interesting question to be examined.
Given this, probing this question as an in-class mini project can be a highly stimulating and
meaningful, hence a rewarding, activity. The project can be worked out in the following manner.:
The same news story published in two different newspapers on the same day in two or more
different countries may be chosen for this project. Students may be asked to read the news stories
from different newspapers, examine the issue of neutrality or bias involved and the findings may
be presented before the whole class by the project group representative. The following probing
questions may be investigated. (a) Are the facts reported in the news stories objectively? (b) Is
the information provided in the news stories reliable and authentic? (c) If it is not so then whose
views are represented? The issue of bias versus neutrality could be investigated using the
following guidelines. (i) Words and phrases: Do certain words and phrases used in the news
items carry favorable or unfavorable connotation in favor or against some individual, authority,
or institution? Are there ambiguous words used with target meaning(s) to benefit some intended

Volume 8, Issue 9, September 2019 1364 [Link]

ADALYA JOURNAL ISSN NO: 1301-2746

recipient(s)? Is the tone and tenor of the language used made softer or harsher intentionally
targeted at a particular individual or group or an institution? (ii) Sentence Types: Are the
sentences (simple, complex, active or passive) used tactfully to either expose or hide the negative
aspects involved in the news event or story with a hidden agenda or an intended purpose(s)? (iii)
Types of visuals used: Are the visuals used neutral or provocative? (iv) The tonal quality of
language: Is the tone of language used in the news neutral, sensational or provocative? (v) The
extent and range of coverage: Is the news presented in the form of visually impactful banner
news, moderate box news, or an insignificant filler item? Is it projected on the first page or the
last page? How big is the coverage given to the news space-wise in terms of its intended impact
on the readership?

VI. 7. Solving a crisis in a given situation

Solving a crisis can be a highly interactive activity and is, therefore, most likely to
generate a lot of authentic language. It may also help in ensuring enhanced participation of
students in this discussion-cum-debating activity. The teacher may develop an imaginary
situation of crisis, for example ten people are caught in a very heavy and violent flood situation,
and the water level is rising very fast. If the people caught in the floods are not evacuated within
half an hour, all will drown and die. There is only one helicopter with the rescue team to airlift
and save them, but the helicopter can airlift maximum 8 people at a time. That means two people
will have to abandoned to die. The ten people include (i) a minister in the current government (ii)
the secretary of the minister (iii) a popular film actor (iv) a poor villager who was voluntarily
helping the affected people (v, vi, vii) 3 soldiers who had come to save people but the boat was
heavily damaged by the violent attack of floods and they had to remain in the flood-affected area
(viii) a space scientist (ix) a famous athlete who recently won two Olympic medals for the
country, and (x) a naval officer.

The students should be asked to examine the situation of crisis, analyze and discuss in
their group, and arrive at a best possible logical solution based on the argumentation and
consensus within the group. The students should choose 8 people to be rescued and saved, and 2
people who cannot be rescued and will be abandoned to die. The students should justify their
choice of 8 people to be saved and 2 people to be left to die in the floods.

Volume 8, Issue 9, September 2019 1365 [Link]

ADALYA JOURNAL ISSN NO: 1301-2746

VI. 8. Examining the works of art

Creative works of art have extensive scope for authentic reflection and discussion;
therefore, they can be used for reflective discussion and writing. The teacher can collect some
pieces of artwork, for example, famous paintings or designs created by artists or different artists
from a particular country or from different countries. These artworks may reflect the serene
natural beauty of a landscape, a fascinating way of life, a philosophical mystery, impactful
landmark historical event(s), a unique cultural representation, etc. Students are expected to
discuss their observations and views in groups and prepare their interpretation of the artwork.
The group leader will then present their reflections and interpretations before the class followed
by questions and answers session.

The list, of course, is not exhaustive. Creative and innovative ESL / EFL teachers can
design and experiment many more interesting project areas and topics and maximize the
language learning benefits for the students. The suitability of each project will depend on the
elements of challenge and engagement involved in the project work and the corresponding level
of the target students to handle them.

VII. CONCLUSION

Integrated and interactive instruction through frequent in-class project work facilitates
collaboration and active participation, thereby making the classroom a vibrant place for learning
and contributing. As better opportunities for using one’s ideas and interacting in English arise in
working through the projects, it needs to be exploited considerably both in content-based as well
as more traditional language classrooms. Important pedagogical issues can be better reinforced
by integrating project work into various courses and providing trainees with hands-on
experience. Many self-directed and teacher-directed projects can be easily integrated into any
teaching situation because topics and specifications can change to fit the students’ ages, interests,
backgrounds, and proficiency levels. Whether a project centers around examining a way of life,
reviewing a story or a film, critiquing cartoons and advertisements, or interpreting a work of art--
students at all levels and of different needs can benefit from the supportive, stimulating and

Volume 8, Issue 9, September 2019 1366 [Link]

ADALYA JOURNAL ISSN NO: 1301-2746

empowering experience that comes from collaboration and participation in a cohesive group or
team.

From this paper, the in-class project work holds great potential to support and sustain
EFL / ESL learners in their efforts and attempts to improve upon and enhance their linguistic
abilities, conversational skills and also thinking skills and competence. However, the real
potential and worth of project work can only be fully realized when more is understood about the
nature of different types of project-based tasks and activities. With adaptation, creativity,
innovation, and well-planned tasks and activities, the project-based framework results in a
pedagogically sounder experience and, desirably, proves to be rewarding for the teachers as well
as students.

VIII. REFERENCES

[1] White, R. (1988). The ELT Curriculum: Design, innovation and management. Cambridge,
MA: Basil Blackwell.

[2] Kumaravadivelu, B. (1994). The post method condition: Emerging strategies for
second/foreign language teaching. TESOL Quarterly, 28, 27-48.

[3] Swain, M. (1995). Three functions of output in second language learning. In G. Cook and B.
Seidlhofer (Eds.), Principles and Practice in Applied Linguistics (pp. 125-144). Cambridge:
Cambridge University Press.

[4] Mohan, B. (1986). Language and content. Reading, MA: Addison Wesley.

[5] Harmer, J. (2015). The practice of English language teaching. England: Pearson Education
Limited.

[6] Stoller, F. L. (2002). Project work: A means to promote language and content. In J. C.
Richards and W. A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of
Current Practice (pp. 107-119). Cambridge: Cambridge University Press.

[7] Rivers, W. M. (2000). Preface. In Wilga M. Rivers (Ed.). Interactive Language Teaching
(pp. xi-xvi). Cambridge: Cambridge University Press.

[8] Allan, B. and Stoller, F. L. (2005). Maximizing the benefits of project work in foreign
language classrooms. English Teaching Forum, 43 (4): 10-21.

[9] Allen, L. Q. (2004). Implementing a culture portfolio project within a constructivist

paradigm. Foreign Language Annals, 37 (2), 232-39.

Volume 8, Issue 9, September 2019 1367 [Link]

ADALYA JOURNAL ISSN NO: 1301-2746

[10] Gardner, D. (1995). Student-produced video documentary provides a real reason for using
the target language. Language Learning Journal, 12, 54-56.

[11] Gu, P. (2004). Tech view: Leaving the bathtub to make waves. Essential Teacher, 1 (4): 32-
35.

[12] Ho, R. (2003). Project approach: Teaching. 2nd ed. Washington DC: Education Resources
Information Centre, ERIC Database ED 478224.

[13] Lee, I. (2002). Project work made easy in the English classroom. Canadian Modern
Language Review, 59 (2): 282-90.

[14] Levine, G. S. (2004). Global simulation: A student-centered, task-based format for

intermediate foreign language courses. Foreign Language Annals, 37 (1), 26-36.

[15] Papandreou, A. P. (1994). An application of the projects approach to EFL. English Teaching
Forum, 32 (3), 41-42.

[16] Tomei, J., C. Glick, and M. Holst (1999). Project work in the Japanese university classroom.
The Language Teacher, 23 (3), 5-8.

IX. AUTHORS

1. Dr. Vijay Singh Thakur is an Assistant Dean of the College of Arts and Applied Sciences at
Dhofar University, Oman. His leading publications include Discourse Analysis of a Novel:
Theory and Method and Sociolinguistic Perspectives of Politeness in Communication, two edited
books on Effective Writing Methodologies and Critical Perspectives on EFL Assessment.

2. Dr. Salim Mahad Al Mashani is a Lecturer in the Department of Arabic Language and
Literature, College of Arts and Applied Sciences, Dhofar University, Salalah, Sultanate of
Oman. He holds a doctorate degree in Literary Criticism of Arabic Literature. His research
interests include Critical Studies of Contemporary Arabic Literature.

3. Dr. Khalid Almashikhi is the Dean of the College of Arts and Applied Sciences at Dhofar
University, Salalah, Oman. Khalid received his M.A and Ed.D in Educational Leadership from
the University of Nebraska at Omaha, USA. He is teaching, and research interests include
Leadership, Education, and Teaching and Learning.

Volume 8, Issue 9, September 2019 1368 [Link]

View publication stats