The Use of Project-Based Learning Technology in the Process of Independent Language Learning of University Students

  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract

    The main task of Russian higher education is to prepare young people for independent improvement of their knowledge, create aspiration and readiness for continuous self-education and equip them with necessary skills. To provide the conscious approach in students’ independent foreign language learning and to create an effective motivation for it, it is necessary to use project-based learning technology in the process of language learning. Project-based learning technology helps students to improve their skills in four types of speech activities – reading and listening at the initial stages of the project work, speaking and writing interviews at subsequent stages of the project work. The main aim of the represented work is to study the effectiveness of using project-based learning technology in the process of independent foreign language learning of university students. The authors give different approaches to the definition of educational technology, reveal the concept of project-based learning technology in independent language learning, distinguish three main stages of project creating (design, technological and productive stages). The results and conclusions of the research can be used by teachers and lecturers at the English classes, seminars and in such lecture courses as “Technologies of foreign language teaching in primary schools»”, “Theory of foreign language teaching”.



  • Keywords

    University student, education, project-based learning, educational technology, independent learning, foreign language, student-centered learning.

  • References

      [1] Dewey, J. (1916). Education and Democracy. New York, р. 51.

      [2] Kadyrova A.A., Valeev A.A. (2016). Pedagogical support of non-language high school students' capacity for creative self-realization in foreign language classroom development. International journal of Environmental and Science Education, 11(6), 1039-1048. URL:

      [3] Knoll, M. (2014). Project method. Encyclopedia of Educational Theory and Philosophy, ed. D.C. Phillips. Thousend Oaks, CA. Vol. 2. Pp. 665-669. Retrieved February 21, 2017, from

      [4] Nazmieva, E.I. (2014). Content components of foreign language training of future specialists in the humanities in the context of Europeanization of higher education. Azimut naučnyh issledovanij: pedagogika i psihologiâ, 1, 51-55.

      [5] Sagitova, Rimma R. (2014). Training students to be autonomous learners. The International Journal of Humanities Education, 12(1), 27-34.

      [6] Sagitova, Rimma R., Khasanova N.F. (2016). The Formation of Self-Educational Competence of University Students in the Process of Foreign Language Learning. The Turkish Online Journal of Design, Art and Communication–TOJDAC. Special Edition, 2525-2529. DOI NO: 10.7456/1060NVSE/056

      [7] Sakhieva R.G., Fedorova S.N. (2016). Structural-functional model of ethnocultural training of future educators: competency-based approach. International Journal of Environmental and Science Education, 11(9), 2785-2798. IJESE_438_article_576af16f4c678.pdf

      [8] Tregubova, T.M. (2013). Comparative study in the field of vocational education: major trends and challenges of adaptation. Kazanskij pedagogicheskij zhurnal, 3, 33-39.

      Fakhrutdinova, A., Kondrateva, I. (2016). Contemporary Tendencies of Social Tutoring In Period Of Multiculturalism: Moral Characteristic. Man in India, 96 (3): 853-858.




Article ID: 18495
DOI: 10.14419/ijet.v7i3.27.18495

Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.