STUDENTS’ PERCEPTIONS OF PROJECT-BASED LEARNING AS A STRATEGY TO LEARN ABOUT CULTURES Akharraz Mohamad

Аннотация

INTRODUCTION Incorporating the project-based learning strategy to learn about cultures in the context of foreign language education has been reported to induce positive attitudes towards the cultures being explored (e.g., Bouchouk, 2017; Bulach, 2003; Gu, 2002; Kim, 2019; Kwe & Kean, 2014; Hsu, 2014). While the existing research studies concluded that learners’ attitudes were favorable for PjBL, none of the studies known to this researcher has explored students’ perceptions of PjBL when combined with the cultural framework of the 3Ps (products, practices, and perspectives) to learn about cultures. Prompted by the deficiency in the research on PjBL in the area of culture teaching, the researcher’s primary purpose in this study is to tap into students’ perceptions of PjBL in combination with the 3Ps framework to incorporate cultures in the Moroccan secondary EFL classes. By exploring students’ perceptions of PjBL in conjunction with the 3Ps framework in culture learning in the Moroccan EFL context and other similar contexts, the findings of this study can inform the teaching practitioners about the utility of merging PjBL and the 3Ps combination as a pathway to insert cultures while teaching English. Furthermore, in the context where both time and content are very limited, curriculum and course designers and material developers can be encouraged to promote culture learning by taking advantage of merging both PjBL and https://www.theamericanjournals.com/index.php/tajssei 8 THE USA JOURNALS THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-0811) VOLUME 06 ISSUE05 the 3Ps. LITERATURE REVIEW 2.1. PjBL Framework The participants in this study were tasked with completing five macro-project work assignments on five thematic units: education, women and power, humor, marriage traditions and celebrations, and internet penetration and online shopping. To structure these culture-driven projects, the researcher used Stoller’s (2010) seven-step model. This model outlines three primary stages within the project work (PW) process aimed at fostering students’ language skills and content knowledge. These stages encompass the preliminary phase, information gathering, compilation, analysis, reporting, and project evaluation. Each primary stage consists of several delineated steps. Table 1 details the stages and the steps, along with the teacher’s and students’ roles throughout the process. Table 1 Stoller’s Seven-Step Process Model Stages Steps Teacher’s Role Students’ Role Step1: students and the Suggest a list of cultural Form small groups. instructor decide on a themes. Agree on a topic. project theme. Single out a tangible Step2: students determine Suggest different forms final outcome form Preliminary the final tangible outcome that a tangible outcome based on their language stage of the culture project. can take. needs and interest. Students assign roles, Help students assign Step3: students structure outline their project, roles and outline their their projects and set a project projects. deadline. Step4: students gather Provide students with Gather information information from different online resources, topic- from various sources. sources. related vocabulary items, etc. Provide students with With the project goals Information Step5: students compile synthesizing and in mind, students gathering, and analyze the notetaking skills through compile and analyze compiling, information. language interventions. the data. analyzing, and reporting Discuss the manners of Discard the irrelevant data. presentation. Step6: students report the Write their final Review linking words, information. projects. paraphrasing, etc. Present their final Provides feedback tangible outcomes. Provide a list of Reflect on their Project Step7: students evaluate questions to help projects. evaluation their end-products. learners evaluate their final projects. https://www.theamericanjournals.com/index.php/tajssei 9 THE USA JOURNALS THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-0811) VOLUME 06 ISSUE05 2.2. Cultural Framework of the 3Ps The American Council for the Teaching of Foreign Language outlines language learning in the 21st century through the lens of five Cs: Communication, Cultures, Connections, Comparisons, and Communities. Within the National Standards, culture is defined as encompassing philosophical perspectives, behavioral practices, and societal products. This relationship between the three elements of culture is represented through a triangular diagram, with perspectives positioned at the top and products and practices forming the base. This representation highlights how products and practices stem from the cultural perspectives that frame a cultural group's worldview. Furthermore, this diagram features the intersected nature of these cultural components (Cutshall, 2012). Figure 0 The Culture Triangle (Standards for Foreign language Learning in the 21sth Century, 2006, p. 74). Mo