In recent years, primary English education in post-Soviet Central Asia has changed considerably. Likewise, Uzbekistan has been placing strong emphasis on developing communicative skills from the early grades. Project-Based Learning (PBL) has gained attention as it enables learners to use language for real-life purposes rather than only practising grammar. However, there is limited research on how Uzbek primary EFL teachers understand, apply, and evaluate PBL. This study reports on a survey of 17 teachers from three primary schools in Tashkent, Urgench, and Kosonsoy. As schools typically employ only a few English teachers, the participants represent the full teaching staff. Data from a 20-item questionnaire show that most teachers view PBL positively and use it to some extent, especially to practice speaking and listening skills. At the same time, challenges have arised such as very limited time, young learners’ pedagogical and psychological needs, and lack of resources. At the end of the paper, practical recommendations for educators and curriculum developers are presented.
EFL Teachers’ Perceptions and Practices of Project-Based Learning in Primary Education: A Survey-Based Study
DOI:
Keywords:
Abstract
Downloads
References
Astawa, N. L. P. N. S. P., Artini, L. P., & Nitiasih, P. K. (2017). Project-based learning activities and EFL students’ productive skills in English. Journal of Language Teaching and Research, 8(6), 1147–1155.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Cabanillas, H. E. (2023). The impact of interdisciplinary project-based learning on young learners’ speaking results. Porta Linguarum, 39, 129–145.
Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp. 2–27). Longman.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Penguin.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Mahkamova, G. (2015). Methodology of teaching foreign languages in primary school. Tashkent State Pedagogical University Press.
Musoyeva, A. B. (2015). Methodology of teaching foreign languages in primary education. Uzbekistan Publishing House.
Shafaei, A., & Rahim, H. A. (2015). Does project-based learning enhance Iranian EFL learners’ vocabulary recall and retention? Iranian Journal of Language Teaching Research, 3(2), 83–99.
Sodiqova, Y. (2021). Problems of teaching a foreign language in primary school. In Proceedings of the International Scientific-Practical Conference on Language Theory and Communication Culture (pp. 158–160). SamSIFL.
Stoller, F. L. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Buck & K. Beckett (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 19–40). Information Age Publishing.
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yang, P., Chen, S., Zhang, W., & Chen, J. (2025). The impact of project-based learning on EFL learners’ learning motivation and academic performance: An empirical study in a Chinese rural school. Humanities and Social Sciences Communications, 12, 1132.