Apprendimento linguistico basato su progetti in Medio Oriente e Nord Africa: una revisione sistematica assistita dall'intelligenza artificiale
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Abstract
L’apprendimento linguistico basato su progetti (Project-Based Language Learning, PBLL) è indubbiamente molto diffuso a livello globale. Tuttavia, quanto è effettivamente comune questo approccio nel Medio Oriente e Nord Africa (MENA)? Per rispondere a questa domanda è stata condotta una revisione sistematica della ricerca sulle pratiche PBLL nella regione, con l’obiettivo di fare chiarezza sulla situazione in quel contesto. Utilizzando un approccio di analisi qualitativa, supportato dall’intelligenza artificiale generativa (GenAI), questo articolo esamina la ricerca empirica sul PBLL nel MENA dal 1980 al 2024. Sono emersi quattro temi principali: l’implementazione e l’efficacia del PBLL, la forma e la funzione del PBLL, l’integrazione tecnologica nel PBLL e le sfide legate alla sua attuazione. Il PBLL, che ha iniziato a diffondersi gradualmente nei primi anni 2000 nella regione MENA, ha migliorato l’insegnamento e l’apprendimento linguistico, il coinvolgimento degli studenti e il pensiero critico nei vari Paesi della regione, nonostante differenze nel livello delle difficoltà riscontrate. I risultati hanno evidenziato il ruolo della formazione professionale degli insegnanti e della disponibilità di risorse tecnologiche per una implementazione efficace del PBLL. Lo studio si conclude con una serie di raccomandazioni per l’adozione del PBLL nella regione MENA.
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