The Effect of Project Work Teaching Technique on the Institute of Fine Arts students' efl reading and Writing Performance a thesis submitted to the Council of the College of Education Ibn Rushd

2.3.4 Activities for Teaching and Implementing
Project-Work
First of all, the implementation of project-work differs greatly from one instructional setting to another, i.e from one classroom or school to another. That is, the benefits cannot be overtly captured. So, in some settings, those with non-elaborated tasks and confined to a single class session, conducting projects can really be labeled as projects. In other settings, those with elaborate sets of tasks which establish the process for completing the project and takes an entire instructional unit. In settings like these, the benefits of project-work are maximized because students are actively engaged in information gathering, processing, and reporting over a period of time, and the outcome increased content knowledge and language mastery. In addition, students experience increased motivation, autonomy, engagement, and a more positive attitude toward English. Although project-based learning presents challenges for teachers and students (Morsund, 2002: 23), most project-work proponents assert that the advantages outweigh the disadvantages.
Projects that are structured to maximize language, content, and real-life skil1 learning require a combination of teacher guidance, teacher feedback, student engagement and elaborated tasks with some degree of challenge. Generally such projects are multidimensional. A review of numerous reports on project works reveals that successful project-based learning:
• focuses on real-world subject matter that can sustain the
interest of students.
• requires student collaboration and at the same time, some
degree of student autonomy and independence.
• can accommodate a purposeful and explicit focus on form
and other aspects of language is process and product
oriented, with an emphasis on integrated skills and end-of
project reflection.

The end result is often authenticity of experience, improved language and content knowledge, increased metacognitive awareness, enhanced critical thinking and decision-making abilities, intensity of motivation and engagement, improved social skills, and a familiarity with target language resources (Stoller, 1997: 31).

It is worth noting that project-work cannot be characterized simply. There are a large number of possibilities how to describe what the project-work is. The teacher's imagination and fantasy is crucial. However, it is possible to enumerate some kinds of the most used projects.
handbooks, brochures, banquet menus, travel itineraries, and so forth. Performance projects can take shape as staged debates, oral presentations, theatrical performances, food fairs, of fashion shows, organizational projects entail the planning and formation of a club, conversation table, or conversation-partner program (ibid).
To sum up and whatever the configuration or organization, projects can be carried out intensively over a short period of time or extended over a few weeks, or a full semester, and can be completed by students individually, in small groups, or as a class; and they can take place entirely within the confines of the classroom or can extend beyond the walls of the classroom into the community or with others via different forms of correspondence.