36 completion. Additionally, this stage also enables the teacher to look at the students
work whether the goals of the course are achieved or not.
h. Assessment of PBL
Assessment of PBL is not the same and it is a bit challenging compared to the assessment of traditional learning. Learners in PBL are assessed through various
means such as: case-based assessment, self and peer assessment, performance- based assessment and portfolio assessment Berge, Mortelmans, Spooren, Petegem,
Gijbels, Vanthournout, 2006, p. 347. However, there are also some arguments stating that multiple-choice tests and true-
false tests do not suit to measure students’ learning outcomes in PBL Grant, 2002; Markham, et al., 2003; Slater, Beckett,
Aufderhaar, 2006. In language teaching, students in PBL are using real communication,
authentic language and learning experiences to reach the learning goals. Hence, assessment based performance is very crucial in PBL as they allow a variety of
assessments to evaluate students’ process of learning and tasks Sidman-Taveau Milner-Bolotin, 2001. Hence, multiple types of formative and summative
assessment should be integrated as a part of an effective assessment program Sidman-Taveau Milner-Bolotin, 2001; Slater, et al., 2006. Formative
assessment is commonly used to give feedback for the process of producing projects, while summative assessment gives students opportunity to their
performance at the end of the course Markham et al., 2003. Additionally, summative assessment gives students information about the benefits of the learning
program, learning environment, and teacher performance Cotton, 1995.
37
i. Benefits of PBL in Language Learning
PBL
has a significant role in developing learners’ target language for real- life goals. It is to help language students become more competent in using the target
la nguage and to help promote learners’ autonomy, learner centredness, learner
motivation, and integrated skill practice Sheppard Stoller, 1995. Additionally, many research reports have shown that there are many advantages in applying PBL
in the language classroom. The advantages are 1 gaining language proficiency, self-efficacy and self-esteem, 2 using real-life language and experiencing language
in meaningful life situations, and 3 developing motivation, self-confidence and the cognitive domain in second or foreign language learning.
1 Gaining language proficiency, self-efficacy, and self-esteem.
PBL allows students to show their language knowledge through their learning process and through the meaningful results that students create using real-
world experiences. Sritiwong 2002 in his research proves that PBL can provide meaningful opportunities for students to use the skills and knowledge they gain
through their live experience to develop their language skills. Similarly, a study of the development o
f English project work by Suriya 2002 shows that students’ self- esteem was positive for all factors.
2 Using real-life language and experiencing language in meaningful life
situations.
PBL activities make learners involved in communication tasks enabling the students to communicate in the target language and learn its culture in an authentic
and meaningful context Stanley, 2000. Johnson 2003 in his research report states
38 that PBL enables students to use English in real situations with confidence.
Similarly, Foss, Carney, McDonald, and Rooks 2007 also share the same result in their study. They find out that PBL also enables students to experience the use of
English in real situations. Yun 2000 strengthens that PBL clearly represents meaningful experience for students compared to typical school activities which are
separated from everyday life. Students are able to improve and strengthen their target language learning for the rest of their lives.
3 Developing motivation, self-confidence and the cognitive domain in second
or foreign language learning.
Among the advantages of PBL, an increase in motivation of students has been invented in various research reports. Motivation is one of the important
elements in second language acquisition theory arnold Brown, 1999. Moreover, positive motivation is important for the success of language education Ellis, 1994
and PBL is a helpful equipment to create the good motivation. Features of PBL enable the students to enrich their motivation. Stanley
2002 states that when students are given various topics that make them attracted, they will set their own goals, control their learning, and they will be motivated to
learn the target language. Likewise, Welsh 2006 and Finch 2003 illustrate that the students become motivated as PBL gives them a chance to interact and
communicate with their partners in the target language.
j. Challenges in implementing PBL
Although many studies have shown that PBL allows students to comprehend and reflect on particular learning areas, taking responsibility for their
