Teachers can cater for learner diversity by allowing students a choice in the way they present their product. In this way, students can choose according to their strengths, and will feel a greater sense of ownership and satisfaction.

If students have poor collaboration and communication skills which threaten to hinder the progress of group work, it is better to set them structured tasks with clear goals in the first instance. If they are never asked to do group work, they will never learn the skills, but they will not perform well if the task is too vague, or if sufficient language scaffolding has not been provided.

Linking the project with the curriculum means that essential vocabulary and language structures can be introduced in the teaching of the textbook or core curriculum, and that students have a platform for applying the language items they have learned.

Many students would like to learn independently. Teachers may be flexible in providing support, so that students can do the tasks independently if they wish, with the knowledge that support is available should they encounter difficulties.

Teachers may begin with a small-scale activity and then expand it if it proves successful. At Stewards Pooi Tun, in the first year of teaching on this topic, only one teacher asked her class to produce a video advertisement. However, other teachers were inspired by the students’ products and in the second year all classes produced advertisements and an inter-class competition was held.

The practice of assessment for learning, including timely feedback from different parties, can help students become aware of their weaknesses and how to improve their performance.