English Teacher’ Belief and Practices in

Project-Based Learning

Nafis Syah Alsi, Ika Aditra Pratiwi, Anisa Zidni Ananda

Introduction

As is known, in the 21st century, students must be aware of future changes by

equipping themselves with the skills needed for a more challenging life journey. To survive in
the current era, to achieve success through competitive competition, students must think
critically by finding wise ideas or initiatives to overcome a problem they are facing
(Kovalyova et al., 2016). Students are required to be creative and innovative. From this
aspect, students must have critical thinking, be able to communicate, be able to solve
problems, and be creative and skilled in innovating. From the aspects that have been
explained, there is one method whose approach is in accordance with these aspects in their
use in learning, there are project based learning. According to Duman and Yavuz (2018),
individuals who work actively in project based learning can take part in activities by taking
over responsibilities such as being able to solve problems, think analytically and critically,
conduct research, make decisions, be responsible and work cooperatively in a
technology-based learning environment, in the long run limited time. Project based learning
is a dynamic teaching approach where students can explore problems and challenges in the
real world (Puspitasari, 2020). The use of project based learning has recently received some
attention as a way to focus on integrating skills in critical thinking, good communication,
problem solving and skill and innovation. However, how project based learning can
effectively run according to expectations and what teachers think about implementation has
not been fully explored in learning using project based learning. Therefore, the teacher's
opinion is needed regarding the project based learning process being implemented and
whether the desire to achieve learning using project based learning is fully in line with the
teacher's expectations or not.
Teacher beliefs and practices are fundamental components of a teacher's professional identity
and instructional approach. Teacher beliefs refer to the deeply held convictions, attitudes, and
assumptions that educators have about various aspects of teaching and learning. These beliefs are
shaped by personal experiences, formal education, cultural backgrounds, and ongoing professional
development. Based on Pablos et al (2017), teacher beliefs are a teacher's view of applying rules,
media and classroom learning designs which are believed to have a positive impact. In addition, they
believe that their learning design is beneficial for students because it is more interesting and
interactive. Assen et al (2016) also added that teacher confidence is the teacher's assumption or
commitment based on their own evaluation and assessment. These beliefs are believed to influence
the type of intervention the teacher chooses in their teaching practice. On the other hand, Teacher
Practices include the actions, strategies, and methods that teachers implement in the classroom to
facilitate student learning and achievement. These methods, which include lesson planning, classroom
management strategies, daily teaching routines, and assessment approaches, are influenced by the
ideas of the teachers using them.Kavanagh (2023) concluded that teacher practice focuses on core
practices that often occur in teaching and can be applied in various curricula or teaching approaches.
Kavanagh (2024) explains further that teaching practice is a special way and opportunity for teachers
to practice implementing teaching. In short, teacher beliefs and practices are teachers' beliefs or views
regarding something that is practiced in the classroom. The relationship between teacher beliefs and
practices is reciprocal. Based on the explanation above, it can be concluded that teacher beliefs
influence teaching decisions and classroom practices. Previous research shows that aligning teacher
beliefs with practice can improve teaching effectiveness and improve learning outcomes.
Project-based learning is a learning model that allows students to learn through
real-world problems (Markula&Aksela,2022). It is an instructional model that has been
proven to be effective because students play an active role in the learning process. It can
develop students’ problem-solving ability, creativity, motivation, and communication skills
(Baillie & Fitzgerald, 2000; Lee, Huh, & Reigeluth, 2015; Sari, 2018). The model can also
help build classroom engagement and improve students’ participation (Sari, 2018; Silva,
Bispo, Rodrigues, & Vasquez, 2018).
Moreover, Alan & Stoller (2005) offer ten steps of project-based learning to maximize
the benefit of project work in the foreign language classroom. Steps 1 and 2 are used for
project preparation by agreeing on a theme for the project and determining the outcome.
Steps 3 to 7 are applied by students for conducting the project. Step 3 is to structure the
project; the students and instructor work out project details that guide students from the
opening activity to the completion of the project. Step 4: The instructor prepares students for
the language demands of information gathering. At this stage, the instructor prepares students
for the language, skill, and strategy demands associated with information gathering. Step 5:
After practicing the skills and language needed for gathering information, students are ready
to collect information using methods such as interviews, letter writing, and library searches.
Step 6: The instructor prepares students to compile and analyze data. At this stage, students
need to master the language and skills needed to compile and analyze the information
collected from different sources. Step 7: Students compile and analyze information. Working
in groups, students organise information and discuss the value of the collected data, keeping
some and discarding others. Furthermore, step 8 and step 9 are used to present the outcome of
the project. The instructor designs language improvement activities to help students
successfully present the outcome of the project and the last step, step 10, is used to evaluate
the whole process of the implementation of PBL.
There are several teacher beliefs regarding the use of project based learning in English
language learning. According to Kovalyova et al. (2016), teachers believe that by providing
interesting questions or problematic cases to students which they must discuss with the group,
such as the use of project based learning which can stimulate critical thinking and the
teacher's role as a strong contribution to student learning. in the 21st century must trust the
student's ability to complete a project that involves critical thinking skills. Teachers argue that
project work is an effective strategy for appropriate language learning in the classroom
because it can encourage interesting student engagement and provide meaningful learning
situations (Sari & Prasetyo, 2021). According to teachers' beliefs, learning based on projects
or integrated assignments is the best education currently available to provide an effective
contribution in developing basic skills and learning curriculum content because students can
develop lifelong skills or processing skills, metacognitive, social and group process skills, as
well as attitudes related to independent learning (Basilotta Gómez-Pablos et al., 2017).
Understanding the views and convictions that teachers hold about PBL is crucial. These belief
systems significantly influence how they design and facilitate English learning experiences. Studies
have shown that teachers' beliefs about subject matter and pedagogy can either align with or diverge
from the principles of PBL, impacting the effectiveness of its implementation . However, the
implementation of PBL in ELT classrooms is different from teachers’ beliefs about PBL.
There are several studies that have examined project-based learning. In the research
conducted by Duman and Yavuz (2018), the aim was to determine the effect of project based learning
on students' attitudes in English classes by conducting a study group consisting of 51 grade ten
students with an experimental design. From this research, it was found that there were differences in
the pre-test and post-test which showed that project-based learning could be considered to be a
significant factor in developing a positive attitude towards the English class. The research researched
by Dag and Durdu (2017), aims to investigate the experiences of pre-service teachers in group work
and collaboration, resources and research methods, problems faced, as well as strategies that
pre-service teachers use to overcome problems during the project based learning process and from this
research it was found that pre-service teachers successfully carried out projects by communicating
well within their groups and were able to motivate academic achievement related to project based
learning based on group work.
 Teachers' beliefs and practices play a crucial role in the implementation of
project-based learning. Understanding teachers' beliefs and practices in project-based
learning is essential for improving the effectiveness of the instructional approach.
Project-Based Learning has emerged as a dynamic instructional approach that places students
at the center of their learning experience. In the realm of English education, PBL offers a
platform for teachers to integrate real-world relevance and a stimulating environment that
fosters language development through active engagement.
Therefore, this research will try to investigate how English teachers believe , practice in
adopting and adapting PBL strategies in ELT classrooms. The type of research is qualitative research
and specifically belongs to descriptive qualitative. Based on Creswell (2018), Qualitative research is
an approach to exploring social problems that occur in individuals or groups. Participants in this
research consisted of three English teachers at different high schools. The data collection process is
through interviews. Participants will answer several questions given by researchers regarding their
views on project-based learning in English classes. The research question used in this research is:
1. What is the English teacher's belief toward Project-based learning?
2. What are the English teachers’ practices in project-based learning based on their belief?

Data Collection Technique and Instruments

In terms of data collection, the main data will be collected through in-depth interviews.
According to Creswell (2016), interviews are a data collection technique by asking participants
face-to-face questions related to the research topic. The interview questions in this research were
adapted from Sari (2020) which consists of nine questions. The interviews conducted do not only refer
to interview questions, but will be deepened according to conditions and situations in the field.
Interviews will be conducted with three English teachers with the aim of finding out their views on
project-based learning.
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