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Project-Based Language Teaching: Practical Ideas for University EFL Classes
September 20, 2025 @ 10:00 AM – 11:00 AM
Free
for JALT Members
Abstract: The distinction between task-based language teaching (TBLT) and project-based learning (PBL) offers useful insights for designing effective communicative classrooms. TBLT emphasizes discrete tasks with meaningful, real-worldโlike outcomesโsuch as writing a job application cover letter or making phone call to reserve a table at a restaurantโwhile PBL extends these tasks into a series of interconnected activities that build toward a larger, higher-order goal.
This presentation explores how project-based language teaching (PBLT) can provide EFL students with authentic contexts for communication, sustained engagement, and incremental skill development. Drawing on classroom practice in the Japanese university context, I will highlight examples such as collaborative magazine production, interview-driven research reports, and multimodal presentations. Each of these projects illustrates how sequences of tasks can be structured to culminate in substantial, communicative outcomes while fostering learner agency and creativity.
Participants will gain practical strategies for designing and implementing PBLT syllabi, including how to scaffold projects, set clear communicative goals, and assess outcomes effectively. The session will also touch on how technology, including AI, can be integrated responsibly to support the learners, without undermining originality or communicative practice. Attendees will leave with adaptable project ideas and a clearer understanding of how PBLT can be implemented in their own teaching.
Bio:ย Markย Firthย is an Associate Professor of Linguistics and English Language Program Coordinator at J. F. Oberlin University in Tokyo. His research focuses on second language pragmatics and the development of rating scales to assess learner spoken output. He is also involved in teacher training, CALL, and curriculum design. His work bridges research and practice, with particular expertise in task and project-based approaches to language teaching.