A COMPARATIVE ANALYSIS OF PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING IN ENGLISH LANGUAGE TEACHING: A THEORETICAL EXPLORATION BY
Abstract
This theoretical study provides an in-depth analysis of the methodological underpinnings of Problem-Based Learning (PBL) and Project-Based Learning (PrBL) within the domain of English Language Teaching (ELT). Utilizing existing theoretical frameworks and pedagogical principles, the research synthesizes the distinctive instructional paradigms, cognitive processes, and educational implications associated with PBL and PrBL methodologies. Through a comprehensive review of literature, this study elucidates the theoretical foundations, delineating nuanced differences and convergences between PBL and PrBL. The findings contribute a theoretical scaffold for educators and researchers, offering insights into the methodologies intrinsic to PBL and PrBL and their application in fostering language acquisition and proficiency in ELT contexts.
Key words: English Language Teaching (ELT), Problem-Based Learning (PBL), Project-Based Learning (PrBL), comparative study, theoretical framework.
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