THE IMPLEMENTATION OF PROJECT WORK DIFFERS GREATLY FROM ONE INSTRUCTIONAL setting to another. In some settings, fairly^(b) non-elaborated^(c) tasks, confined to a single class session, are labeled as projects. In other settings, elaborate sets of tasks establish the process for completing the project and span^(a) an entire instructional^(c) unit; in settings like these, the benefits of project work are maximized because students are actively^(b) engaged in information gathering, processing, and reporting over a period of time, and the outcome is increased content knowledge and language mastery. In addition, students experience increased motivation, autonomy, engagement, and a more positive attitude toward^(d) English. Although^(d) project-based learning presents challenges for teachers and students (Beckett 2002; Eyring 1997), most project-work proponents assert that the advantages outweigh^(a) the disadvantages.

(BÜLENT, A. and TOLLER, F. L. S. Maximizing theBenefits of Project Work in Foreign Language Classrooms. Vol. 43 number 4 2005.)