Exploring Project-Based Learning in Moroccan EFL Classes: A Quantitative Analysis of Teachers’ Perceptions and Implementation Challenges

Abdeslam Rabsi, Youssef Oufela

Abstract


Project-based learning (PBL) has brought massive ramifications in the field of English Language Teaching in recent years. PBL so far has proven that it is an innovative teaching plus in the educational sphere and given the continuous calls to integrate PBL in the educational setting. This study seeks to answer some questions related to the perceptions and challenges that Moroccan teachers face while implementing PBL. In this quantitative research, 62 Moroccan teachers were selected based on their availability and convenience. Results have shown that teachers are aware of PBL and its benefits. Nevertheless, the majority of participants face major impediments in implementing PBL successfully. The study also revealed that challenges are associated with perceptions. The results of the study provide important implications for instructors, researchers, policy makers, and teacher trainers.


Keywords


Project-based learning (PBL); Benefits; Challenges; Perceptions

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References


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DOI: http://dx.doi.org/10.3968/13762

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