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

2.4.3 Relationship between Teaching Language Skills and Project work
Another foundation block of theoretical support for the project work in the EFL classroom is that doing this project gives teachers an opportunity to integrate four skills work. Direct language benefits are gained through extensive practice and production in reading, writing, listening and speaking.
Students use listening and speaking during collaborative brainstorming and while doing interviews and interacting with the teacher and class members. Even while working on a computer individually or in a lab setting, students need to communicate with one another about the work at hand or the final product in the process of getting things accomplished. Students are constantly asking and answering questions, discussing, debating or sharing ideas in a setting where they are oblivious to the formal language objectives for the class. Students actually forget they are practicing English because they are so busy with the task.
Students use a variety of reading skills to research, edit and compare their work on the product. Reading goes hand-in hand with writing skills practice and especially process writing. In process writing a student will write in stages and at different times share her drafts with a fellow student. Process writing is a very supportive way to write because a student interacts and shares with other students along the way. This kind of interaction between class members is what is seen in the publication project. Moreover, projects work help students learn to view writing as the process that it is and attend to writing issues in the most constructive sequence:
"The principle underlying this approach [process approach to writing] is that as the teachers we must establish the link between students and their writing. For many teachers and students, mechanical skills (spelling, grammar, punctuation, and so on) are what writing is. Those aspects of writing are really more like the wrapping on a gift an important part, but not the gift itself. The process approach puts editing in perspective, as only one step in the process of writing a piece and readying it for publication." (Cassidy, n d: 12).
Project-works give student writers real audiences to write for and, therefore, real reason to care about each stage in the writing process. Students accomplish the physical act of writing either by pen and paper or word processor. Using pen and paper students may write interview questions, take notes during information collection, write the story and respond with comments to peer edit or self-edit. In turn, process writing can be done at the computer and students can practice composing at the computer. Whether working with pen and paper or on the computer, students are using their reading and writing skills to accomplish the task of contributing to the publication.