Implication of Face-to-Face Project Based Learning in Teaching Speaking Skills

Document Type : Original Article


1 PhD Candidate of TEFL, Department of English Language, Faculty of Literature and

2 Professor of TEFL, Department of English Language, Faculty of Literature and Humanities, University of Tehran, Tehran, Iran

3 Professor of TEFL, Department of English Language, Faculty of Foreign Languages and Literature, Allameh Tabatabai University, Tehran, Iran


This study aimed to examine the extent of familiarity of speaking instructors with the notion of Project Based Learning (PBL) and to find the effect of face-to-face PBL method on speaking ability of university language learners at different language proficiency levels. To reach this goal, four university speaking instructors‟ were asked to score the learners after some sessions of instructions. Then, to have teacher education sessions, the instructors were interviewed and given handouts on the basis of PBL themes. Af- ter the teacher training, their classes were observed and video recorded. To find the effect of the instruc- tion on both teacher education and students learning, the instructors were asked to score the learners at the end of the speaking courses. To examine the differences in the speaking scores of language learners be- fore and after the teacher education, a paired samples t-test was performed. The results indicated that all participants in the groups progressed in their speaking skills by comparing their pretests and posttests. The outcomes suggest the policy makers should provide opportunities for university instructors to observe principles of PBL in language teaching and replace the traditional methods and methods with it.


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