English Language Teachers' Perceptions of Implementing Project-Based Learning in Kazakhstani Secondary Schools

Abstract

In recent years, the significance of learner-centered approaches has been widely recognized in foreign language education, emphasizing teacher roles in promoting meaningful learning and 21st-century skills. Project-based learning (PjBL) has long been a constructivist approach involving learners' participation in authentic, real-world issues and meaningful content. This study investigates whether Gold-Standard PjBL is relevant and applicable in Kazakhstani English-medium schools and explores the attitudes of school administration toward EFL teachers implementing PjBL and their support for it. Qualitative and quantitative data involving 103 EFL teachers reveal that teachers are aware of the PjBL essentials and acknowledge the support of their school administration. However, their teaching practices fail to comply with the essential principles of a Gold-Standard, requiring further encouragement and promotion.