Implementing Project-Based Language Teaching to Develop EFL High School Students’ Key Competences

This case study explored the impacts of project-based language teaching (PBLT) on developing high school students’ key competences and factors influencing effect PBLT improving in English as a foreign language. Two teachers 75 tenth graders from one middle Qingdao, China, were chosen research participants. An explanatory mixed methods design was adopted, including self-developed tests, semi-structured interviews, teacher reflections. The results revealed that has many positive language, especially six aspects, noticing attentive (A-1) extracting summarizing (A-3) A level, describing interpreting (B-1) synthesizing application (B-3) B reasoning arguing with evidence (C-1) creating imagining (C-2) C level. Meanwhile, five teacher’s understanding PBLT, ability designing assessing project, roles, instructions, interest motivation found to influence Moreover, provides important implications for instructors better effectively implementing teaching.