THE USE OF PROJECT-BASED LEARNING TECHNOLOGY IN THE PROCESS OF TEACHING ENGLISH AS A TOOL FOR IMPROVING LANGUAGE COMPETENCE AND CREATIVE ACTIVITY OF LEARNERS

Modern education is aimed at developing students' key competencies, among which language competence and the ability to engage in creative activities occupy an important place. In this context, the technology of project-based learning becomes especially relevant, as it allows combining theoretical knowledge with practical activities.

Project-based learning is - an innovative educational technology focused on solving learning tasks by students based on independent analysis. The founder of the project-based learning is considered to be the American educator William Heard Kilpatrick, who in the 1920s developed this approach based on the ideas of “pragmatic pedagogy” proposed by John Dewey [1]. The project method also became widespread in domestic pedagogy in the 20th century thanks to the teacher S.T. Shatsky, who was one of the first to apply elements of project-based learning in practice. Later, the idea of design methodology was developed in the works of such researchers as A.N. Leontiev, N.Y.Pakhomova, V.V.Simonenko, N.V. Matyash and others [2].

Project-based learning can be implemented in the form of various types of projects that differ in content, form of organization, and type of interaction between participants. E.S. Polat proposed a detailed classification of projects that covers the main areas of their implementation (see Picture 1) [3].

Figure 1. Classification of projects according to E.S. Polat

Project activity involves a systematic approach based on the consistent implementation of logically related stages, each of which plays an important role in achieving the final result. There are different approaches to defining the stages of project activity. So, N.Y. Pakhomova suggests a four-stage model, which includes the following stages [4]:

1. Immersion in the project: formulation of the problem and topic of the project, definition of goals and objectives, selection of research methods and solutions, generation of ideas, discussion, hypotheses
2. Organization of activities: formation of working groups, allocation of roles, definition of tools and methods of work, drawing up a plan and setting deadlines.
3. Implementation of activities: completing tasks, collecting and analyzing information, conducting experiments, and completing intermediate results.
4. Presentation of results: preparation of final materials (presentations, reports, etc.), defense of the project in front of the audience, analysis of the results and formulation of conclusions.

N.Y. Pakhomova approach is characterized by greater simplicity and convenience for use in school settings. The four-stage model allows students to effectively organize their work on a project.

Today it is impossible to talk about effective teaching of foreign languages without touching upon the concept of language competence. Although the concept itself began to be actively used only in the second half of the 20^th century, its roots go back to the works of such foreign and domestic scientists as N. Chomsky, D. Khaims, S. Savignon, A.A. Mirolyubov, R.P. Milrud, E.I. Passov, I.L. Bim, M.N. Vyatyutnev, L.N. Chernovaty, S.F. Shatilov and others. Language competence was defined as “a complex psychological system that includes information about the language being studied and the speech experience of everyday communication, on the basis of which a sense of language is formed” [5]. This definition highlights the dynamic nature of language competence. Project-based learning plays a special role in the formation of language competence. Each project is a mini- expedition into the language environment, where several key components of competence are formed at once: lexical, grammatical, semantic, phonological, spelling, orthopedic competences [6].

The empirical part of the study was conducted among 9th grade students. To achieve the goal, 3 stages of the study were identified:

1. The ascertaining stage was conducted in order to select experimental and control groups with the same level of training. The methods of testing, questioning, observation and interview with an expert were used. Based on the results, two classes with the most similar level of training were selected.
2. The formative stage was carried out with the aim of introducing project-based learning technology into the educational process. A total of 12 lessons were conducted, which focused on the development of independence, creativity and communication skills of students. The role of the teacher was to coordinate, advise, accompany and create conditions for independent work.
3. The control stage was aimed at assessing the changes after the application of PBL. The final testing showed a 20% increase in knowledge in the experimental group and 10% in the control group (only in receptive skills). The survey revealed a 17% increase in motivation in the experimental group, while motivation in the control group remained the same. Pedagogical monitoring showed higher scores according to the criterion in the experimental group of 4.3–4.5 points, while the average score of the control group varies from 3.3 to 3.6.

These results confirm our hypothesis that the systematic use of project-based learning technology in the process of teaching English ensures an increase in the level of language competence of students, as well as contributes to the development of their creative activity.

The implementation of project-based learning requires a methodological system that takes into account the age, cognitive and linguistic characteristics of students. The main recommendations have been identified for the effective use of the technology:

1. It is necessary to plan the project carefully: the topic should correspond to the program and the interests of the students, the goal is to develop language, communication and creative competencies.
2. The organization of work involves group activities with a clear distribution of roles, deadlines, stages and evaluation criteria.
3. The project should be organically integrated into the educational process. The teacher's role is to be a mentor and encourage self-reliance.
4. The use of digital tools (Padlet, Canvas, Google^* Docs, Quizlet, etc.) enhances engagement and effectiveness.

Thus, project-based learning has proven to be effective as a strategy that promotes the development of language competence and flexible skills. The results obtained confirm that the systematic use of PBL contributes not only to improving the level of English language proficiency, but also to enhancing the creative potential of students.

^*По требованию Роскомнадзора информируем, что иностранное лицо, владеющее информационными ресурсами Google является нарушителем законодательства Российской Федерации – прим. ред.)