2020 Assessing The Motivational Effect of Project Based Language Learning in An Efl Chilean

UNIVERSIDAD METROPOLITANA DE CIENCIAS DE LA EDUCACIÓN
FACULTAD DE HISTORIA, GEOGRAFÍA Y LETRAS DEPARTAMENTO DE INGLÉS
ASSESSING THE MOTIVATIONAL EFFECT OF PROJECT-BASED
LANGUAGE LEARNING IN AN EFL CHILEAN HIGH SCHOOL: A CASE STUDY
TESIS PARA OPTAR AL GRADO DE MAGÍSTER EN ENSEÑANZA DEL

INGLÉS COMO IDIOMA EXTRANJERO
Autor: Diego Alejandro Aldana
Profesora guía patrocinante: Lery Verónica Mejias
September, 2020
ACKNOWLEDGEMENTS
I have to confess that the elaboration process of this investigation was seriously
demanding, tiring but satisfying at the end. Firstly, because it was quite challenging to keep
the balance between professional work and university requirements. Besides, the important
issues that occurred together with the development of this study. For instance, the socio-
political conflicts from October 18th until present, plus the pandemic outbreak which has
changed numerous lives and everybody’s realities in now seen differently.
Nonetheless, I can say that every single effort made and the help I received have
brought meaningful retributions. I feel proud of myself and blessed with the people that
surround me. I want to say thanks everyone who helped and contributed to conclude this
adventurous dream.
Firstly, I would like to thank God for not letting me down despite all the constraints
appeared along the way. I always felt accompanied somehow, that is way I use these lines to
make the point. Similarly, to my partner who has been an enormous support those days in
which my temper was not the most enthusiastic or kind. Moreover, my friends who every time
encouraged me to keep going with my goals; so here we are. My little family who has given
me infinite love and hope, raising high expectations on me, so I can eventually become a
better and greater person.
Furthermore, to my best postgraduate classmate Valentina Pacheco whose disposition
was always selfless, and a real partner in all the academic works. I certainly hope her talent
and cleverness bring about success in the soon future; she deserves all my respect.
Finally, my guide teacher Lery Mejias whose rigor allowed me to improve more than
only my language skills. She helped me to overcome frustration and accept the critics about
my own work. Because of her detailed revisions, I also found investigation much more
interesting, and I could stir more passion in the research process.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS 2
ABSTRACT 1
RESUMEN 2
I. INTRODUCTION 3
i. DIAGNOSIS 4
II. RESEARCH PROBLEM AND QUESTIONS 7
i. OBJECTIVES 7
III. LITERATURE REVIEW 8
i. EFL CHILEAN CONTEXT: CONSTRAINTS AND LIMITATIONS 8
ii. PROJECT-BASED LANGUAGE LEARNING (IN EFL CLASSROOM). 11
iii. MOTIVATION IN LANGUAGE LEARNING (EFL CLASSROOM). 13
1. Integrative and Instrumental Hypotheses 15
2. Self-Determination Theory. 15
3. Socio-cultural Dimension Theory. 16
4. Proximal-goal Setting. 16
5. Goal-Setting Theory 16
6. Attribution Theory 17
7. Self-Efficacy Theory. 17
8. Further Motivational Components 17
iv. PBL AND CLASSROOM CLIMATE: creating a positive environment 18

IV. METHODOLOGY 19
i. Research design 19
ii. Participants 20
iii. Data Collection 21
V. DATA ANALYSIS 21
i. RESULTS 22
1. Likert Scale: 22
2. Group Interviews: 1
ii. DISCUSSION 2
1. PBLL as a Motivational Booster. 2
a) Intrinsic Motivation: Stimulation, Knowledge and Accomplishment. 2

2. PBLL Features: Technology, Learners’ Choices and 21st Century Skills 6
3. PBL in Language Learning 9
a) Goal-Setting theory: mechanisms that affect the performance in language learning

13
4. PBLL and Classroom Climate: A Non-Threatening Environment. 18
iii. FURTHER DISCUSSION 22

VI. CONCLUSION 24
i. Limitations 25
ii. Further research 25
VII. APPENDIXES 27
i. Appendix A: Likert Scale Questionnaire 34
ii. Appendix B: Group interview 36
iii. Appendix C: Parental Consent 37
iv. Appendix D: Students consent 39
VIII. REFERENCES 27
ABSTRACT
The following research aims to figure out EFL learners´ perceptions about PBL (project-based
learning) on their motivation, attitudes toward English learning in the classroom, and how this
teaching approach affects classroom climate. EFL learners shared their beliefs and appreciation
regarding the learning experience in a year after the application of Project-based Language
Learning (PBLL) on the premise of post method principles in an EFL context. Participants of
this research belong to an 11th grade in a subsidized school in Puente Alto, Santiago, Chile. This
case study takes a mix-method approach since it seeks to determine what learners think by
assessing and interpreting their appreciation of PBL and EFL classroom environment by means
of quantifiable and qualitative data analysis. To gather the data previously mentioned, two
instruments were carried out: A Likert survey and group interviews. The findings of this study
have reported positive attitudes towards EFL learning when being taught through PBLL. Results
have proved PBLL’s effectiveness in increasing motivation, and encouraging a positive
classroom climate.
Keywords: PBLL, motivation, EFL learners´ attitudes, TEFL methodology and classroom
climate.
RESUMEN
La siguiente investigación tiene como objetivo conocer las percepciones de estudiantes de
inglés como lengua extranjera sobre el ABP (Aprendizaje Basado en Proyectos) en relación a: su
actitud, motivación en el aprendizaje del inglés, y cómo este enfoque afecta el clima de aula. Los
estudiantes de inglés como lengua extranjera compartieron su apreciación después de un año
escolar experimentando el modelo ABP bajo la premisa de principios del Pos-método en la
enseñanza del inglés. Los participantes de este estudio pertenecen a un tercer año medio de un
colegio ubicado en la comuna de Puente Alto, Santiago de Chile. Este estudio de caso toma un
diseño mixto, ya que busca primero determinar lo que les estudiantes piensan, y segundo,
interpretar sus apreciaciones al modelo ABP y el clima de aula. Los análisis de los datos son de
naturaleza tanto cuantitativa y cualitativa. La recolección de datos se llevó a cabo a través de dos
instrumentos: una escala de apreciación Likert y dos entrevistas grupales. Los resultados de esta
investigación reportan actitudes positivas haca el aprendizaje del inglés bajo el modelo ABP. Los
resultados corroboran la efectividad del ABP en la motivación y la promoción de un clima de
aula apropiado.
Palabras claves: ABP, motivación, percepciones de estudiantes de inglés, metodología de la
enseñanza del inglés como idioma extranjero y clima de aula.

I. INTRODUCTION
The starting point of this work considers my enthusiasm in encouraging learners in the
English as a Foreign Language (EFL) learning process. As an EFL educator, there are several
struggles to face and overcome when teaching. One of the most relevant issues, has to do with
motivation. Especially in large classes, different learning styles, interests, desires and perceptions
vary in the same classroom. The biggest challenge is then, to involve all the students in the
activity and achieve the expected goal: to communicate in English.
Accordingly, with the idea of solving the previous problem, Project-based Learning (PBL)
has been implemented in an EFL classroom. Particularly, 11th graders of a school in Puente
Alto, have learnt English through the creation projects by hand-doing activities which culminate
in a final product. PBL methodology began to be popular in the forties in United Stated, but not
before the nineties when stakeholders began gaining interest in language learning (PBLL) due to
its multiple benefits.
Even though it has been proved the effectiveness of PBLL methodology in mainly Asian
countries, little evidence in Spanish context has been found. Among PBLL’s benefits, it has been
proved that PBLL method provides opportunities for learners to develop linguistic and non-
linguistic skills, proper of 21st century by sake of collaborative learning. Actually, EFL learners
seem to be enjoying the task in project-works.
Continuously, it has been observed that learners are apparently much more motivated when
learning English through PBLL method. The teaching-learning process considers affective
aspects such as motivation and classroom climate which interfere in the learning process; but, are
learners’ perceptions considered when measuring effectiveness in EFL classroom? Even though
there is no evidence that prove PBLL´ effectiveness as a motivational booster in a Chilean EFL
high school context, the idea of assessing learners’ perceptions is fundamental to measure PBLL’
motivational effects.
Therefore, after a year of EFL instruction, students assessed PBLL methodology. Students
from an 11th grade shared their attitudes toward the approach as an effective way of learning
English due to its multifaceted attributes.
i. DIAGNOSIS
In the teaching of English as a foreign language (herein TEFL) field, the labour of teachers
has become an enormous task in the sense of engaging students in the language learning process
due to multiple factors. These factors are generally associated to students’ background and
inefficient teaching performances. According to EFL inquiry in Chilean contexts, researchers
have proved that there is an incoherence between teachers’ education and classroom realities
(Barahona, M. 2015). As a result, poor outcomes and lack of motivation arise. Ministry of
Education, on the other hand, reports insufficient English proficiency on high school learners
after the last national study of English in public schools (Ministry of Education, Chile, 2017).
Hence, under the previous logic, the reflection on the teaching exercise is fundamental to
improve learning settings, and one of the challenges, is to find new strategies to support students
so as to improve their learning outcomes. Abrahams & Farias (2010), refers to the new
prospective teacher, who is able to change the EFL classroom providing learning enhancement.
In the same line, foundations of post method pedagogy have encouraged me to conduct this
study. Post method pedagogy suggests to analyze and visualize the teaching practice from an
ideological and pedagogical perspective. Kumaravadivelu (2005), claims that post-method

pedagogy highlights the faculty of teachers not only to teach, but also to act autonomously within
the constraints imposed by institutions, curricula, and textbooks.
Another important issue in the EFL context, concerns the number of students per class, where
traditional methodologies are limited to succeed. Urrutia & Vega (2010), assert that in classes
where large groups of students exceed the ideal number, the speaking practice decreases. Hence,
having classes with more that forty students without participation in a class, is likely to interfere
in classroom management and climate. Dickinson and Waterhouse (2001), highlight the
connection between classroom climate and students’ motivation suggesting that pupils’
motivation is affected when they perceive a threatening environment with no-participation.
Gomez & Pérez (2015) researched perceptions of 12th-grade-learners towards EFL class,
concluding the need to encourage students to English learning and to strengthen research in
regard to motivational issues since learners do not participate because they are not encouraged
enough.
Hence, considering that in most of Chilean public schools the amount of students is over forty,
the possibilities to carry out such productive interactions are hindered unless the classroom is
rearranged. Dörnyei & Ryan (2010) asserts that in the sociolinguistics field, communication is
affected since it depends directly on the social environment it takes place; in this case, language
learning should be developed in a suitable language learning environment. To fulfil the latter
EFL classroom condition, the idea of working on projects leads to collaborative and group work
in a suitable context.
Particularly, group-work usually needs new sitting-arrangement. It is observed that when
students are sitting in small groups, the sense of work seems more appealing to learners since
attention and willingness increase. Correa et al. in 2017, carried out a study in Chile to evidence
the increase of EFL learners´ participation by the use of classroom arrangement techniques,
evidencing positive effects after reorganizing the distribution of desks and changing rows into
groups.
Thus, in order to assess the effectiveness of new teaching practices and so deal with the
challenges stated before, I carried out a study in which Project-based Language Learning (PBLL)
has been implemented. This present case study is justified upon the idea of assessing how
students from a Chilean public high-school, specifically 11th-graders, perceive the application
PBL as an emerging way of learning English.
Concisely, this study intends to know what students´ attitudes are regarding working on
projects collaboratively, along with their perceptions related to classroom climate and their
motivation to learn the target language (EFL). This case study was carried out specifically at
Alicante School (a subsidised school located in Puente Alto, Chile), where I worked with 11th
graders and who showed a positive attitude to the target language when working on projects.
Students apparently were more attentive and kept working on language activities responding
better to the PBL method rather than expository lessons. In order to assess if PBL is effective in
increasing motivation and willingness to use English in a Chilean context, learners have shared
their perceptions about their experiences on EFL classes through PBLL instruction.
I. RESEARCH PROBLEM AND QUESTIONS
i. OBJECTIVES
This research aims at evaluating the effectiveness of PBL on English learning in a Chilean
11th grade secondary school, under the assumption that PBL has numerous benefits. For this
purpose, the following objectives have been stated:

General Objective:
-To assess if PBL encourages EFL learners to use the target language.
Specific Objectives:
-To assess PBL´s effect on motivation on an EFL high school classroom.
-To assess PBLL’s effect on classroom climate in an EFL high school classroom.
As it was presented at the beginning of this paper, the problem emerges from the idea of
implementing postmethod principles in EFL teaching, by the integration of PBL. Thus, the
application of PBL approach aims to contribute solving learners’ lack of participation in
language instruction, as well as creating an appropriate classroom climate through PBL as a
purposeful approach in a Chilean EFL classroom. This project purports to answer the following
research questions:
Does PBL enhance learners’ motivation to use English as a foreign language in a
Chilean classroom? If so, how?
The empirical works have brought to light that PBL can encourage motivation in EFL
classroom, but there is still no substantial evidence in Chilean contexts.
What are the Chilean EFL learners’ perceptions regarding the effects of PBL on their
attitude to language learning?
Since learners are the ones who definitely play a crucial role in the classroom, it is of vital
importance to know how they perceive a new methodology, so eventually decisions for the
future can be taken.

What are the EFL learners´ perceptions on the application of PBL for a positive
classroom climate?
Through this assessment, it will be determined how effective PBL might be in the creation of
a non-threatening learning environment.
II. LITERATURE REVIEW
i. EFL CHILEAN CONTEXT: CONSTRAINTS AND LIMITATIONS
To start with, it is inevitable to bear in mind the importance of mastering the English
language as a powerful communication tool in this globalized era. Particularly Chile, which has
been part of The Organisation for Economic Co-operation and Development (OECD) since 2010
and seeks to become a bilingual country by 2030. Regarding the previous national premise, the
creation of English Opens Doors Program (herein EODP) was one of the first educational
policies to promote the English mastery for Chilean citizens. EODP, aims at providing access to
EFL teachers for professional training, and consequently, students learning. The Chilean
government declared in the OECD seminar, in Japan (2008) the following:
Chile is interested in strengthening the capacities of its citizens in English as a
foreign language and also enhancing their technical skills in various work specialities.
Our educational system has to be able to provide opportunities for students so they can
have the best preparation available to face the economic and social challenges the future
will bring. (p.10).
Concisely, as seen above, the government’s ambition is not in in sync with what really
happens in EFL Chilean classrooms; apparently efforts are still insufficient. According to the
book “What happens with English in Chile?” (Abrahams & Silva 2017), researchers broach the
matter of the EFL teaching and learning in the country, collecting relevant information from the
past to current times. The authors argue that the Chilean situation is far from turning a bilingual
nation as expected, since “the policies that Ministry of Education has put forward, such as
national curriculum guidelines, textbooks, and map-progress have proved ineffective in
ascertaining the attainment of solid levels of proficiency in English” (p.111).
In regard to the EFL curriculum guidelines, the MINEDUC has designed and established EFL
as a mandatory subject from fifth to twelfth grade. The curricular proposal is framed to develop
linguistic abilities (reading, writing, listening and speaking), and 21st-century skills. The
suggested curriculum contains a set of content-units arranged in the syllabus for each level in
public schools. The national curriculum is also organized with learning objectives to be delivered
by the professionals throughout the school year.
Even though EFL national curriculum proposes to apply a communicative approach, the
contents-units and activities suggested in the books are mostly grammar-oriented. The
incoherence of the EFL curriculum and classroom realities can be added to other several issues
such as sociocultural boundaries, contradictions between TEFL education programs versus real
school teaching challenges, and teachers’ identity (Abrahams & Silva 2017).
Furthermore, similar claims are made from Barahona M. (2015), another TEFL scholar and
teacher educator, whose research attention addresses some EFL constraints particularly in EFL
teachers’ education. The author in her study points out the gap amongst TEFL programs and the
schools’ demands; and directly asks the following question: “why students are not learning
English?” (p.115). The main conclusions Barahona establishes, have to do basically with
classroom management and the approaches that do not fit into EFL classroom practices.
Considering the previous scenario, it can be said that equity to a guaranteed education is still
pending, and it can be evidenced with the poor results of language mastery in the public
education. Statistics in Chile show low standards of English language command according to the
last study in English learning conducted by the MINEDUC [National EFL Study, 11th grade,
Quality Agency 2017]1. The majority of eleventh-grade learners (68%) were categorized in an
A1 level according to the CEFR (Common European Framework of References for Languages).
Consequently, the obtained results suggest that there is a huge amount of work to be done, so
that substantial language development is evidenced.
Furthermore, in order to change the actual EFL teaching paradigm and reach the expected
development of language skills, the new EFL prospective teachers, (also called “the newly
qualified teachers” by Abrahams & Farias, 2010), must be able to cope with school limitations or
learning challenges. Thus, they have to select the most effective approach and the most adequate
strategy to motivate students with innovation and creativity. (Barahona M. 2015). It is also
crucial to bear in mind that “the core of second language methodology is the classroom activity
type” (Lasagabaster et al. 2014, p.146), that means, decisions when planning any course program
are of high relevancy for success.
ii. PROJECT-BASED LANGUAGE LEARNING (IN EFL CLASSROOM).
First of all, it is necessary to date back to the beginning of Project-based learning (PBL),
where John Dewey is referred as one of the pioneers in applying the approach. According to
Beckett G. (2002), in her doctoral fellowship work, she provides an outline of PBL and PBL in
L2 (Second Language) learning, and where she mentions John Dewey (1918) as the one who
first attempted using the also called “project method”. At that time, PBL method intended to
Estudio Nacional de inglés III Medio, Archivos Agencia de la Calidad Ministerio de
1
Educación 2017.
change the paradigm from the teacher-centred education, to another more pragmatic and
experience-oriented education; that is to say, where the learning is carried out by empirical
learners’ actions process. The effectiveness of the approach became more popular due to the
dissemination and replication on the model by William Kilpatrick (1929), who had previously
studied and worked with John Dewey.
Additionally, it is important to explain what PBL is; Thomas J. (2000) in his PBL literature
review, highlights the potential and applicability that the project-approach has, and also mentions
the steps to obtain positive learning results. Firstly, the project works are based on a “driven-
question” or “entry question”; also understood as the learning route. In order to answer the
driven-question, learners should investigate and materialize a product they prefer such as a
presentation, exhibition or similar, to later present it in public. For instance, if learners are asked
to prepare a kind of cultural fair, they would be inquiring into what are the most representative
cultural aspects of the country they would love being to. This is not necessarily a question itself,
but the topic or problem to investigate; however, it needs to be feasible, meaningful, memorable,
contextualised and connected to students’ interests.
Likewise, PBL brings about several benefits such as collaborative learning, the incorporation
of technology in the process, the development of twenty-first-century skills, and autonomy
enhancement to mention some. Sylvia Chard (2006) in the PBL handbook, states a complete
definition:
PBL is a model for classroom activity that shifts away from the usual classroom
practices of short, isolated, teacher-centred lessons. PBL learning activities are
long-term, interdisciplinary, student-centred, and integrated with real-world issues
and practices. It is a method that fosters abstract, intellectual tasks to explore

complex issues. It promotes understanding, which is true knowledge. In PBL,
students explore, make judgments, interpret, and synthesize information in
meaningful ways. (p.3).
Despite the several benefits PBL may evoke in general education, particularly in language
learning, stakeholders have not only proved its effectiveness, but also found possible constraints
that may arise when implementing PBLL. Beckett G. (2006) has compiled some studies with
special emphasis on language learning. Among the available literature, she presents the first
dissertation of PBLL conducted by Eyring. J (1989), whose findings reported negative results
with college students who did not endorse PBL in ESL. Opposite to the previous example, most
of the authors have declared PBL´s effectiveness in English learning. After Eyring’s attempts to
the project-method, it was later improved along the years. Proceeding authors such as Gardner
(1995), who sought to improve listening and note-taking skills by PBLL, reports a betterment in
both, listening and writing skills. Beckett’s compilation also contains teachers´ and learners´
evaluations of their conducted-projects, and interesting findings have also emerged; “although
ESL students carried out their projects successfully and impressively, their evaluations expressed
dilemmas, frustrations, and tensions” (Beckett. G 2006: p. 60).
Furthermore, two investigations concerning PBL in EFL contexts of Spanish speakers have
been found. The first one conducted by Asensio V. in Spain (2017), which sought to measure
English learning progress of a fifth-grade elementary school, and motivate students in the task.
The project consisted of inquiring about a unique building around the world. The results of the
study have demonstrated that PBLL is effective for language skills development, and similarly, it
helps to motivate learners in the classroom.

Moreover, the second PBLL study in a Spanish speaking country was carried out by Vaca &
Gomez (2017). The authors’ findings emphasize the improvement of the speaking act and the
willingness to participate evidenced after applying PBL in the EFL instruction. Likewise, Vaca
& Gomez point out the motivational factor that PBL provokes in learners, as they engage and
seem involved along task execution.
iii. MOTIVATION IN LANGUAGE LEARNING (EFL CLASSROOM).
In the professional reflection of the teaching exercise, it is of vital importance to pay attention
to the level of learners´ engagement. Such reflection is reinforced by Zoltan Dörnyei; a linguist
whose tenacious discourse encourages language-educators to engage students in the classroom
activity. Dörnyei states that “there is no method of teaching that can deliver a high level of
communicative competence without ensuring that students are actively involved in the process”
(Cambridge University Press, EFL; 2018).
Accordingly, a Chilean study led by Jorquera & Poblete (2015), points out the relevance of
motivation in language learning. They researched the factors that characterized seventh-grade
students towards the EFL learning class. The results of the research have left evidence of two
main factors that interfere in students’ engagement: sociocultural background, and the lack of
efficient teaching practices. Jorquera and Poblete have remarked the teaching strategy choice as
the core of the crisis, highlighting the teacher's role and teacher’s decisions as essential. The
Chilean authors assert that teachers are assumed to influence each learner’s motivation;
“educators are initiators, facilitators, motivators, ideal models of the target language speaker,
mentors, consultants, and mental supporters.
However, the impact of teaching strategies on motivating students should rely on students’
perceptions of the strategies'' (Jorquera & Poblete 2015; p.12). Therefore, as cited above, it is
suggested that EFL teachers should consider students’ perceptions and opinions, so that the
professionals can evaluate the whole learning process and make suitable decisions in future
teaching practices.
Consequently, with the intention of providing effective teaching practices, a new EFL
teaching-method seeks to motivate students. Also, learners later assess the effectiveness of the
method by sharing their perceptions in terms of motivation and language learning. According to
Dörnyei & Scizer (1998), learners may feel involved, when being stimulated by some motive or
stimulus. Thus, the authors have proposed “the new motivational construct”, and other further
motivational components important in the L2 classroom. This motivational construct consists of
a general motivation framework where social and cognitive theories have been incorporated.
Therefore, this case study embraces the following motivational references:
1. Integrative and Instrumental Hypotheses
Integrative and Instrumental hypotheses (Gardner 1985; 2001). At a language level, these are
types of motivation which were firstly seen as antagonist. Integrative motivation, also commonly
denoted as Intrinsic Motivation (IM), refers to the desire and individual motivation to learn. On
the other hand, Instrumental theory, or Extrinsic Motivation (EM), has to do with the external
motives to perform, such as marks, job opportunities, rewards, and so forth. However, the new
motivational construct presents integrative and instrumental hypotheses as complementary
subsystems. Hence, Gardnerian theories have then given life to Self-determination theory.
2. Self-Determination Theory.
In the foreign language learning context, Self-determination theory (Deci and Ryan 1985) can
be seen as the positive interpersonal, or affective disposition toward the L2 group; the desire to
interact and autonomy are regulated for the following forms:
a) External regulation refers to the external stimuli, involving actions such as rewards or
threats.
b) Introjected regulation involves externally imposed rules that the students accept as norms
to pressure (deadlines).
c) Identified regulation occurs when the person accepts the rules of the process and later
finds them useful.
d) Integrated regulation, which encompasses individuals ‘needs, values and self-identities.
3. Socio-cultural Dimension Theory.
The sociocultural dimension theory (Clement & Kruidenier 1990), evokes social-pragmatics
relations; that is to say, other reasons for learning a new language (elitism; to broaden new social
opportunities; or simply joy).
4. Proximal-goal Setting.
Proximal-goal setting (Bandura & Schunk 1981; 1997), since some authors believe extrinsic
motivation (EM) is detrimental when referring to tests or exams, Bandura and Shunk suggest that
this motivational type can increase intrinsic motivation (IM) by means of sub-goals. Sub-goals
are stimulated when some positive feedback is given about the performance to attaining the main
goal.
As explained above, formative assessment plays an important role; especially because when
PBLL is implemented, students have to present sub-products or advances of their projects. These
sub-products are revised by the teacher, who guides students to conclude the project (Chard,
2006).
5. Goal-Setting Theory
Goal-setting theory (Oxford & Shearin 1994), here the authors suggest how goals should be.
Goals have to be specific, ambitious, but attainable.
Singularly, as mentioned before, PBLL is a long-term activity that may last between 3-4
weeks. Hence, project-works are very restricted in goals but achievable at the same time because
learners are the ones to decide what has to be done.
6. Attribution Theory
Attribution theory (Weiner 1992), concerns previous experiences with L2, either failure or
successes that may interfere somehow with the current task/performance.
Inevitably, the learning process entails previous experiences; thus, if these experiences were
negative, demotivation can appear. However, a permanent appraisal from the group and the
instructor should decrease the sense of failure, but motivation remains.
7. Self-Efficacy Theory.
In Self-efficacy (Dörnyei 1994), the motivational domain is linked with the previous assertion
(attribution theory), and the sense of self-confidence. To build self-confidence, the learner has to
believe in oneself by means of appraisal and recognition (teachers, peers or parents
encouragement).
8. Further Motivational Components
Similarly, Dörnyei & Scizer (1994) have presented some “further motivational components
for learning situations”. These components are present in language classrooms, and are
considered as learning demands that can be stimulated by PBLL in the EFL class. These
components are listed as follows:
a) course-specific motivation or classroom motivation components: These are mainly
connected to intrinsic motivation (IM), where students’ interests, relevance, expectancy,
curiosity and satisfaction take precedence.
b) teacher-specific motivational components: These components have to do with the
teachers’ specific motivation role such as rapport, authority or negotiation. In some cases,
the supporting feedback helps as stimulus; in other cases, students only need teacher’s
approval.
c) socialization of students: Teachers can develop learners’ motivation by modelling
leadership, raising group awareness, helping to find the task meaningful, and showing
that tasks are achievable. Additionally, provided feedback should be informational, rather
than controlling or punishing.
d) group-specific motivational components: Grouping means to create powerful social
entities that influence students’ affects and cognitions. Dörnyei also has declared, that the
group’s goals and the group's commitment reinforce motivation to accomplish the task
objective.
As explained in the corresponding PBLL section, this emerging approach aims at balancing
drawbacks that teachers possibly encounter in EFL classrooms. PBLL gives room to group-work,
students’ voice and decisions. Also, PBLL helps with linguistic and non-linguistic skills
development.
iv. PBL AND CLASSROOM CLIMATE: creating a positive environment
As previously seen, motivation plays an important role in the learning process. To assure
learners´ involvement, effective teachers need to consider: learners’ attitudes, feelings, and
classroom climate. Sapolsky R. (1998), a neuroscience professor, states that stress impact can be
minimized by providing a supportive or non-threatening classroom environment.
Even though the classroom climate or classroom environment has many definitions, there is a
general agreement with one aspect; students’ perceptions. For instance, Barr J. (2016) claims that
students’ perceptions often define the classroom climate since learners are exposed to multiple
learning environments; they can create impressions of each situation. The author also highlights
the factors that interfere with classroom climate; these are: the physical (infrastructure and
resources), and the affective ones (rapport with learners). Nevertheless, the instructor/teacher
cannot make considerable changes when referring to the physical factors, but affective ones.
Also, from an interpersonal point of view, Barr (2016) suggests that to create a non-threatening
environment, interpersonal connections have to converge in the classroom; not only students-
teacher, but also students-students.
Accordingly, PBLL provides the chance for the learners to interact amongst them. Since the
whole PBLL process is carried out by means of collaborative learning, they have the chance to
discuss, share opinions, and develop linguistic and non-linguistic skills through collaborative
work (Moulton & Holmes 2000).

Furthermore, one appropriate theory which connects PBLL with classroom climate is
Krashen’s Affective filter hypothesis (1988). Krashen asserts that language learning may be
altered by emotional factors; for instance, motivation, self-confidence, anxiety or personal traits.
In order to diminish the previous assumption, PBLL seeks to reduce the affective filter by
involving students in the task in the different motivational dimensions as explained in the earlier
corresponding section.
III. METHODOLOGY
i. Research design
In order to understand the methodological logic of this study, the sequence and decisions to
carry out this investigation will be presented as follows:
This investigation took a mix-method design since it combines both natures of data treatment:
qualitative and quantitative approaches. The rationale behind mixed method research according
to Johnson & Onwuegbuzie (2004), lies in the idea of maximising strengths, minimising
weaknesses and providing a more complete understanding of the phenomenon. Particularly this
case study is framed into an Explanatory sequential mixed method which entails two
complementary processes. On the one hand, the qualitative orientation, also called motivational
research or opinion research, which intends to find out how people feel or think about a
particular subject; and on the other hand, quantitative treatment has also been applied to measure
data about perceptions. According to Creswell, it is explanatory “because the initial quantitative
data results are explained further with the qualitative data. It is considered sequential because the
initial quantitative phase is followed by the qualitative phase” (2014; p.44). Furthermore, Riazi
& Candlin (2014) highlight the contribution of mixed-method research mentioning five main
purposes: triangulation, complementarity, development, initiation and expansion.
v. Participants
Since this research is framed into a mixed-method case study, an eleventh grade formed by
forty students in a mix-gendered class were part of the research. This class was composed of
adolescents between sixteen and seventeen years old. The chosen group spent three pedagogical
hours a week in English instruction and experienced PBL as the predominant methodology in
EFL lessons. The rationale of choosing this group is justified upon the idea of access,
heterogeneity, as long as rapport built along the year.
In order to analyse data, non-probability sampling was applied because according to
Taherdoost (2016) this technique is adjusted to case studies. Similarly, in order to answer
research questions, the purposive sampling method was applied. I assert this criterion sampling
allows to select intentionally specific setting people’s data needed to provide important
information that cannot be obtained from other choices (Maxwell 1996 cited in Taherdoost
2016).
vi. Data Collection

Regarding research methodology in language learning, case studies are considered hybrid
investigations since according to Nunan D (1992), case studies generally need more than a single
procedure to collect data. Since this case study seeks to interpret students´ perceptions, two
different instruments were carried out once the academic year finished: A Likert survey and
group interviews. Wesely P. (2012) supports the idea of this election explaining that perceptual
data can provides insights into the interchange between classroom, interactional behaviour and
beliefs.
Therefore, participants underwent the above-mentioned procedures to obtain their genuine
attitudes and viewpoints regarding PBLL in their EFL Chilean classroom. In language learning
research methodology, surveys as instruments to collect data are commonly used. Baker (1997)
states “this tradition concerned attitudes to language groups, attitudes to a language itself,
attitudes to the features and uses of a language, attitudes to learning a language, attitudes to
bilingual education, and attitudes to language preference and policy (p.36).
IV. DATA ANALYSIS
This chapter contains the descriptions of findings in relation to the research questions. The
instruments (a Likert scale survey and two groups interviews) were designed and applied to a
specific sample with the purpose of gathering information regarding learners' perceptions about
Project-based Language learning (PBLL)´s effectiveness as a motivational booster and classroom
climate promoter in a Chilean EFL context. As described in the methodology chapter, the mix-
method research design seeks to analyze qualitative and quantitative data. Firstly, qualitative data
(Likert scale survey) was quantified by means of the SPSS computing program in order to have
frequency reports. When necessary, the numerical data was complemented with qualitative data
collected from the interviews for further and more substantial insights into the learners’ attitudes.
i. RESULTS
1. Likert Scale:
The Likert questionnaire is made up of 23-statements and 5-rating valuation (strongly
disagree, disagree, neither agree nor disagree, agree, strongly agree) where learners shared their
attitudes and perceptions about PBLL in EFL classes.
The Likert scale encompasses 3 main features of analysis:

a) PBL methodology in EFL: how this approach motivates learners toward EFL learning
in this specific high school class.
b) Motivation: level of scope toward different kinds of motivation in language learning.
c) Learners’ perceptions: level of acceptance regarding their PBL learning experience in
an EFL classroom.
Hence, the above-mentioned criteria have been developed in twenty-three
affirmative statements along the survey where learners valued their appreciations on PBLL
methodology for the purposes earlier explained.
The statements of the survey are connected with one another based on motivation
theories, classroom climate conditions, and their impact on students’ attitude to language
learning through PBL instruction. As seen before in the literature review (chapter II),
attitudes are closely connected to every single learner´s experiences. Likewise, perceptions
and attitudes are based on the several sources of stimuli that may occur in the classroom.
The Likert scale survey was applied to 24 participants complying with the available
attendance the day in which the instrument was implemented. The answers were quantified in
the SSPP program reporting percentages of tendency according to the different criteria
regarding PBL in EFL language learning.
Thereupon, results have been categorized in regard to the main domains of motivation in
language learning established by Zoltan Dörnyei (1998) under the concept of
“integrativeness” (see table A). The author claims importance in the integrativeness of
previous existing theories about motivation, highlighting their relevance and significance in
foreign language learning. The following chart shows an outline of what the Likert scale
questionnaire assessed according to EFL learning. The assessment criteria have been
categorized in regard to the motivation theories in language learning that best support each
statement, which later are described in detail.

Table 1
Likert Scale and Theoretical Background Summary.
LIKERT SCALE QUESTIONNAIRE MOTIVATION THEORETICAL BACKUP

Working on projects makes me feel more comfortable
Self-worth theory: value in the task
1. and relaxed.
Self-determination theory: IM
Working in groups along EFL classes makes me feel

2. competent. Self-efficacy: Language competence
The learning process is more entertaining when working

Integrative motivation: enjoyment:
3. on projects rather than course books.
Intrinsic Motivation
When working on projects I have the chance to interact

Intrinsic Motivation (IM) Accomplishment: Language
4. more in English.
interaction increase
Working on projects allows me to choose the content I PBL theory: self-interests

5. master well. Self-determination: individual belief
Goal theory: emerging function
6. Whenever we come up with language mistakes along Goal-setting theory: attention, energizing function and
the project, we can correct them together in the group. effort
PBL: group correction.
1
I can perceive a more pleasant and enjoyable classroom

environment when working on projects.
7. Extrinsic Motivation: classroom climate /external stimuli
I use more technology when working on projects rather

than conventional EFL lessons. PBL: technology incorporation
8.
Goal-setting theory: relevance
Anxiety decreases when learning English through

project. Intrinsic Motivation: Anxiety
9.
Classroom climate: non-threatening environment
I feel more willingness to work in class when there is a

project.
10. Intrinsic Motivation: IM-stimulation-Enjoyment
PBL: positive learning outcomes

My English language skills are better developed when
Intrinsic Motivation: IM-accomplishment
working on projects.
11. IM-stimuli
Self-determination theory
Working on projects makes me develop other kinds of IM-knowledge

12. skills. PBL: 21st skills
I have a closer relation with English language by
researching project works. IM-Accomplishment
13.
I am aware of my English language improvement after

experiencing project works. Goal-setting theory: evidence of progress
14.
IM-Accomplishment: language learning increases
EFL lessons become more challenging when working

on projects. Goal-setting theory: difficulty
15.
PBL: finish the project
Working on projects allows me to choose the content I

PBL: students’ voice
16. like better
IM
Self-determination theory: autonomy

Discussing and making decisions is more interesting Goal-setting: commitment
17.
when done collaboratively PBL: commitment - decision making
Goal-setting theory: autonomy-commitment

Autonomy and self-control make us perform better as a
Self-determination theory: autonomy
18. team and individuals.
PBL: autonomy
19. I recall more English vocabulary when investigating IM-accomplishment

through project works. PBL: effectiveness
Correction of mistakes makes me improve my English

when doing collaboratively.
20. Goal-setting theory: feedback
I would recommend other EFL teachers to apply PBL

method in High school. Non-cognitive aspects of motivation: perceptions
21.
Self-worth theory: values-perceptions
I consider time has been enough to conclude each

project.
22. Control-theory: Self-efficacy-persistence
I talk about the projects we work on in English classes

23. with my parents, family or friends. Self-worth theory: values-perceptions
Note: This table contains the domains of motivation that Project-Based Language Learning can stimulate.
2. Group Interviews:
Correspondingly, two group interviews were conducted since according to Rabbie (2004),
these types of interviews provide deeper and richer information than when doing one-by-one.
Each interview meeting was organized with 4 participants, being 8 participants from the total
universe (24) who underwent the experience and accepted to be interviewed. The first interview
round lasted 13 minutes and 14 seconds; and the second of 7 minutes and 14 seconds. Despite
the duration of each event, both have provided substantial information.
Particularly, data collected from the interviews received the “Cut-and-sort” treatment.
According to Russell B. (2000), cut-and-sort consists of “identifying sub themes from the
transcripts and cut-out all the quotes that pertained to each of the major themes. Investigators can
identify all text passages that are related to a major theme, cut them out, and sort them into sub
thematic categories” (p.9).
The following reports provide empirical evidence of what learners’ perceptions are when
assessing their PBLL experiences. Tables represent the numerical valuation in regard to each
statement. The percentage declared in each situation, is the addition of both “agree” and
“strongly agree”. Simultaneously, some complementary notes from group interviews support the
affirmations when corresponding. Data analysis followed a deductive or top-down procedure by
testing theories. Creswell J. (2009) suggests “theories in mixed methods research provide an
orienting lens that shapes the types of questions asked, who participates in the study, how data
are collected, and the implications made from the study” (pp.235).
1
The main three themes of the analysis are: First PBL in language learning as a motivational
booster; secondly, language development through PBL experience; and finally, implications in
classroom climate/environment.
vii. DISCUSSION
1. PBLL as a Motivational Booster.
PBL’s authenticity and effectiveness to motivate students is generally efficient. Eventually,
PBLL can stimulate learners’ motivation in multiple ways, yet, the most representative
theoretical basis found in this research are narrowly related to: Intrinsic/Extrinsic motivation, and
Goal-setting theory.
a) Intrinsic Motivation: Stimulation, Knowledge and Accomplishment.
The concept of IM (herein Intrinsic Motivation) has been developed and modified by different
authors due to the different currents of theories that have emerged over time. IM-stimulation is
accompanied with a sense of enjoyment and pleasure when doing the task. IM is seen by Deci &
Ryan (1985), as a central motivator of the educational process, and it is symbolized with internal
reward such as joy and satisfaction. However, as explained earlier in previous chapter, Dörnyei
(2003) categorized IM in three main subtypes: IM-stimulation (pleasure in doing the task). IM-
knowledge (pleasure in knowing new things), IM-accomplishment (pleasure in accomplishing
goals).
The successive tables (2, 3, 4, and 5) embody the most outstanding results with attention to
the “integrativeness variable” or integrative motive in the task. Based firstly on Deci, Cornell and
Ryan (1989), and later confirmed by Dörnyei (2003), it is said that IM is one of the most
influential theories of motivation in psychology. The previous motion is significantly important
since attitudes towards the learning situation are regulated based on IM.
Table 2
The Learning Process Is More Entertaining When Working On Projects Rather Than
Coursebooks.
Frequency Percentage
Disagree 1 4,2%
Neither agree, nor disagree 1 4,2%
Agree 14 58,3%
Strongly Agree 8 33,3%
Interview comments:
1- “Según yo, los proyectos que hacemos en la clase de inglés son los más divertidos que
hay en todas las otras clases, porque son más interactivos con los compañeros porque los otros
son como hacer guías y esas cuestiones; según yo son los más entretenidos”.
2- “Son súper entretenidos, si eh... son como más interactivos. No son como las clases
monótonas y es bacán que hagamos ese tipo de trabajos”.
3- “Proyectos que se hacen en lenguaje o en matemáticas o de cualquier tipo, siempre se
animaba más en inglés”.
Table 2: These findings show a considerable representation of intrinsic motivation (IM),
where learners express big agreement toward the application of PBLL methodology; particularly,
because as mentioned before, I'M encourages students to work by activating a sort of inner sense
of enjoyment. Corroborated by the interview, learners shared very satisfying comments and
expressed the experience was encouraging.
Table 3
I Feel More Willingness to Work in Class When Is On Projects.
Disagree 1 4,2%
Neither agree nor disagree 4 16,7%
Agree 16 66,7%
Interview comment:
1- “cuando tenemos estas oportunidades, como para mostrar en qué somos más buenos y para que
estemos como más juntos como curso, en verdad como que uno como que cambia la disposición
y estás más dispuesto a estar en clases”.
Table 3: Similar to the previous table, there is agreement in saying that the learners feel
willingness to work in the class. It is an important finding because when having a large number
of students in the same class, there is room for distractions and as a consequence, they might lose
motivation and persistence in work.
Table 4
Working On Projects Makes Me Develop Other Kinds of Skills.
Disagree 2 8,3%
Agree 14 58,3%
Table 4: As explained in Chapter II, one of the characteristics of PBL is that learners can
develop other types of abilities such as social ones where they make agreements, assume roles,
and increase their sense of responsibility to mention some. This is also mentioned by Dörnyei
when forming groups. There are stages when working in groups that allow learners to develop
other skills; for instance, they deal with coexisting rules, shared leadership, and solving-
problems situations that usually produce beneficial results (Lems, K. 1995).
Table 5
I Have a Closer Relation with English Language by Researching in Project Works.
Agree 16 66,7%

Table 5: Positive results emerged when asking about proximity with the target language.
Inquiry processes (one of the features of PBLL), allow students to have connection with the
language by searching, reading and producing reports. Grant, M. (2002), expresses that as PBL
requires an inquiry process, it gives chances learners to participate because through conducting
investigations, conversations or activities, individuals are learning by constructing new
knowledge; they build their current knowledge.
2. PBLL Features: Technology, Learners’ Choices and 21st Century Skills
Furthermore, other outstanding perceptions regarding PBL´s essence have been proved; for
instance, features such as technology use, students´ voice and choice, autonomy and 21st-century
skills, are later explained (see tables 6, 7 and 8).
Table 6
I Use More Technology When Working On Projects Rather Than Conventional EFL Lessons
Disagree 5 20,8%
Agree 11 45,8%
Interview comment:
1- “Cualquier otra clase tiene como actividad: pruebas o guía; en cambio en ingles siempre se
hace un video, se trata de conversaciones, incluso cosas por celular, computador entonces se
mantiene interactiva la clase”.
Table 6: Students have shared their perceptions on technology, stating that they have the
chance to use more tech-tools when working on projects. This is because when facing a new
task-project, students are to inquire using the internet, cell phones, computing programs in order
to generate written reports and create audio-visual resources such as video-making products.
This is certainly, a powerful tool to increase intrinsic motivation.
Table 7
Working On Projects Makes Me Develop Other Kinds of Skills.
Disagree 2 8,3%
Agree 14 58,3%
Table 7: Similarly at this point, it can be seen that PBL does enhance the development
of other types of skills. Wongdaeng & Hajihama (2018), declares that the use of technology is
tightly related to 21st-century skills development, in the sense that learners need to be equipped
with skills proper of the current era. These skills concern digital and face-to-face
communication, collaborative work, responsibility and autonomy.
Table 8
Working On Projects Allows Me to Choose the Content I Like More
Disagree 1 4,2%
Agree 17 70,8%
Interview comment:
1- “Porque hacía que cada uno tuviera algo que hacer, pero según lo que cada uno como que podía
hacer. Por ejemplo, si algunos eran buenos para escribir, ellos hacían los guiones, otros eran
buenos para el arte trabajaban en los lienzos. Entonces eso también era bueno porque en el fondo
no estábamos obligados a rendir pruebas y cosas así, sino que cada uno participaba en lo que
podía hacer y le acomodaba hacer”.
2- “Yo encuentro que sí, es mucho mejor en el sentido de que a cada grupo a cada persona se le da
la oportunidad de elegir un tema donde uno tiene cierto nivel de control más que los demás, o
que se siente más cómodo”.
Table 8: As manifested by the linguist Zoltan Dörnyei (2018), one of the big challenges
of teachers concerns engaging students in the task. The author also, express that teachers must
take advantages of the current era, and suggest the use of PBLL as one way to engage learners.
PBL allows students to choose topics of interest when making projects, but coherent with goal
set.
3. PBL in Language Learning
Particularly, in regard to language learning, students´ perceptions express that PBL
methodology certainly allows them to have a closer relation with the target language in different
terms. This can be seen through their attitudes and conceptions of self-efficacy in the task. One
example of self-efficacy reported by learners is that “PBL in the English class makes them feel
more competent when working in groups” (see table 9). This particular motion, as mentioned in
the introduction, helps learners to find class learning goals more attainable. Particularly, PBLL as
stated by Beckett (2006), seeks learning to become a social dynamic where students encounter
one another, can also share thoughts for discussion and be able to live a real life experience
through a practical perspective.
Table 9
Working in Groups Along EFL Classes Makes Me Feel Competent
Disagree 2 8,3%
Agree 12 50,0%

Table 9: As seen in table 9, an average of 66.7 percent of contestants agree with the fact
they feel more competent when working on projects. Competence is directly related to
motivation in the sense the individual is self-determined to achieve goals. However, according to
Deci et al. (1991), learners might feel less competent when external factors such as parents´
control or inadequate feedback interfere.
Table 10
When Working on Projects I Have the Chance to Interact More in English.
Disagree 1 4,2%
Agree 14 58,3%
Interview comment:
1- “es súper necesario porque en el fondo el inglés no puede ser solo para mí porque yo
me voy a entender perfectamente lo que quiero tratar de decir, pero si yo se lo planeo a otra
persona en voz alta es diferente; entonces igual es útil, era útil hacer estas presentaciones y como
sacar la vergüenza en el fondo porque si no en verdad no se notaba como si aprendíamos o no,
porque en verdad es fácil chamullar a uno mismo, pero chamullar al profe o a otra persona como
real, no es tan fácil”.
Table 10: In relation to the opportunities PBLL provides for learners to use the target language
in the class, there is a very representative tendency on students’ responses. They express that by
working on projects, they can have more chances to use L2 in the class. Therefore, PBL leaves
room for more interactions in the EFL class with other members; a total of 70.8 percent of
learners agree with the motion.
Table 11
My English Language Skills Are Better Developed When Working On Projects.
Strongly Disagree 1 4,2%
Disagree 4 16,7%
Agree 11 45,8%
Interview comment:
1- “Estas son las actividades que ponen nuestras habilidades del inglés a prueba y
aprender más”.
Table 11: Certainly, this claim is very meaningful, especially in terms of language
learning. Having in mind that PBLL provides chances to develop either linguistic, or 21st-century
skills. Particularly in language learning, there is room to develop the 4 main skills. As stated
before, through investigation learners can put into training receptive and productive skills.
Beckett & Miller (2006), establish the relationship of PBLL as a sociocultural synergy viewing
the PBL goal as a matter of comprehensible input and output.
a) Goal-Setting theory: mechanisms that affect the performance in language
learning
The social dimension of L2 Motivation by Gardner & McIntyre (1993), presents the
integration of behavioural patterns that affect motivation and attitudes in the task. Attitudes such
as appraisal for success, self-esteem, anxiety, and achievement are considered motors of
motivation manifested in individuals’ behaviour. However, the Goal-Setting theory suggests as
main premise, to believe that goals are achievable. Therefore, self-efficacy in this case, has to do
with the individual judgment to accomplish tasks. There are 4 mechanisms that affect learners
´performance in goal-achievements: relevance, energizing function and persistence.
Table 12
Working On Projects Allows Me to Choose the Content I Manage Better
Disagree 1 4,2%
Agree 14 58,3%

Interview comment:
1- “Por ejemplo, en el English Day es cuando todo el curso se une para hacer una exposición y ahí
cada grupo hace lo que mejor sabe hacer”.
Table 12: Consequently with the description of goal-setting mechanisms, there is a 79.1
percent of agreement in students whose perceptions are in accordance with their own abilities.
Learners basically feel they can complete the task if this is associated with individual existent
control of self-efficacy.
Table 13
I Am Aware of My English Language Improvement After Experiencing Project Works.
Disagree 4 16,7%
Agree 8 33,3%
Table 13: Unfortunately, even though PBLL provides a closer relation with the target
language by means of inquiry tasks, students are not completely aware of their language
improvement when each project finishes. According to Goal-setting theory in this particular
situation, feedback has not been efficient from the teacher or classmates. When an individual
does not see expected progress, motivation decreases; “when such feedback is delayed, we
cannot evaluate the effectiveness of our strategies promptly, leading to a potential reduction in
the rate of progress” (Zimmerman, 2008 in Houston, 2020).
Table 14
Autonomy and Self-Control Make Us Perform Better as a Team and Individuals.
Disagree 4 16,7%
Agree 10 41,7%
Table 14: Half of the contestants agree with the positive effect of autonomy on their
performances and group-projects execution. Autonomy plays an important role in IM, and has
been stated by Deci &Ryan (1985) “intrinsic motivation is, in evidence, whenever students'
natural curiosity and interest energize their learning. When the educational environment provides
optimal challenges, rich sources of stimulation, and a context of autonomy, this motivational
wellspring in learning is likely to flourish”. (pp. 245)

Table 15
EFL Lessons Become More Challenging When Working On Projects.
Disagree 3 12,5%
Agree 11 45,8%
Table 15: With regard to the previous chart, learners consider that PBLL tasks are more
challenging, what is relevant for the study concerning motivation. Shin M. (2018), in his study of
PBL´s effect in motivation and self-efficacy found that in order for learning to happen, students
need to be interested in the task and accept its challenge. However, it has been found that
students with low sense of self-efficacy, tend to avoid difficult class activities, while ones with
high self-efficacy tend to accept challenges. Moreover, from the motivational perspective,
Bandura (1997) reaffirms the claim pointing out that students with a strong sense of self-efficacy
would accept challenging tasks. Once again, PBL in EFL learning is a good strategy to increase
motivation because it directly affects the motivational self-efficacy system motivation.
Table 16
I Have a Closer Relation with English Language by Researching Along Project Works.
Agree 16 66,7%
Table 16: Positive results emerged when asking about proximity with the target
language. The inquiry process of PBLL, allows students to have a connection with the language
by searching, reading and producing reports. Grand, M. (2002), expresses that as PBL requires
an investigation process, it gives chances learners to participate because through conducting
investigations, conversations or activities, individuals are learning by constructing new
knowledge; they build their current knowledge.
Table 17
I Recall More English Vocabulary When Investigating Through Project Works.
Disagree 2 8,3%
Agree 13 54,2%
Interview comment: “Yo creo que ponen a prueba más nuestro vocabulario que estar
todos los días mirando un libro que nos entrega el MINEDUC por ese estilo”.
Table 17: In relation to EFL learning and inquiry, students´ responses express that PBL
allows them to have more interaction with English and that investigation helps to keep and
remember more vocabulary items, which confirms once again the effectiveness in EFL language
learning. A study conducted by Shafaei & Hajar (2015) assessed the effectiveness of PBLL in
vocabulary recall. They report significant improvement and high retention rate.
4. PBLL and Classroom Climate: A Non-Threatening Environment.
PBL and Classroom Climate will be the last data dimension of analysis. In concordance
with answering the research questions, I intended to know the perceptions of learners about
PBLL as a motivational booster and classroom climate promoter. Perceptions on PBL declared
by learners, have reported a positive attitude to PBL´s features such as sense of pleasure and
collaborative work; (see tables 18, 19 and 20). Dörnyei Z. (1998) suggests three main conditions
to create a positive learning environment: teacher’s rapport, pleasant and supportive classroom
atmosphere, and learning-groups. These features definitely enhance a non-threatening EFL
learning environment. Collaborative work as a teaching strategy, has a great impact on learners’
performances, and at the same time contributes positively to foster a suitable EFL classroom
climate.
Table 18
Working On Projects Makes Me Feel More Comfortable and Relaxed.

Disagree 1 4,2%
Agree 12 50,0%
Interview comment:
1-También era, a mí me gustaba hacer los trabajos y era súper cómodo
Ni siquiera es como una obligación tanto; entonces igual se hace más grato y en verdad se
aprende harto porque en verdad nos involucra. Entonces cuando las clases son monótonas como
el profe solo habla, igual es más fome y es súper fácil dejar de escucharlo.
Table 18: Reports show that 62.5 percent of students believe that working on projects
allows them to perform in a more relaxed and comfortable way; which also agrees with what is
proposed by Dörnyei when he highlights the importance of performing and developing
academically in a non-threatening environment.
Table 19
Anxiety Decreases When Learning English Through Projects.
Disagree 4 16,7%
Agree 8 33,3%
Interview comment:
1- “Era un ambiente muy bakan para trabajar. Yo por lo general me sentía muy cómodo
porque inglés es uno de mis ramos favoritos y me gusta aprender más inglés de vez en cuando”.
3- “Bueno en mi opinión, yo no tuve ningún problema, o sea en mi grupo a todos nos gusta el inglés
así que no hubo altercado de quien hacía más trabajo. También era, a mí me gustaba hacer los
trabajos y era súper cómodo”.
Table 19: Even though the table does show representative numerical data, there is a little
tendency to approve the idea of feeling less anxious in a PBLL context. However, anxiety will
vary depending on how intrinsic and extrinsic motivation are involved in the process. The
previous claim is supported by Deci & Ryan (2000), anxiety may fluctuate because the students
want to demonstrate their capacity of performing the task, or basically avoid a failure.
Table 20
Correction of Mistakes Makes Me Improve My English When Working Collaboratively.
Disagree 1 4,2%
Agree 12 50,0%
Interview comments:
1. Tratábamos de aprender un poco más o de corregirnos entre nosotros. Y que eso lo
destaco harto porque nos corregimos cuando algo estaba mal
2-Por lo tanto, normalmente las correcciones las hacemos por internet porque no tenemos
los mayores conocimientos como para poder corregirlos nosotros mismos.
Table 20: Over fifty per cent of learners (58.3 %) have reported peer feedback is
beneficial for their language improvement, which coincides with what Dörnyei & Murphy
(2003) propose in terms of the relationship between group cohesion and group maturity. At this
level, learners work together to complete the task and accept opinions, suggestions and peer-
correction. Therefore, collaborative work not only raises cohesion, but also helps to improve the
language through peer feedback.
viii. FURTHER DISCUSSION
To start with, it should be noted that previous results have been exhibited with regard to
the degree of pertinence they represent for this study. Consequently, three sections have arisen
for discussion in relation to the research questions and objectives: Does PBLL enhance
motivation to use target language in a Chilean classroom? If so, how? And secondly, what are
EFL learners’ perceptions on the application of PBL for a positive classroom climate?
One of the findings, is the considerable level of positive acceptance of PBLL provided by
leaners who experienced the method in EFL classes. Also, it has been shown that theories of
motivation are actively present in PBLL when implemented. Furthermore, PBLL has, as an
attribute, the power to provide positive classroom climate conditions for EFL learning, as revised
in the available literature.
Unfortunately, investigations in Chile in regard to the research topic is scarce. Even though
there are not findings to compare with, some foreign literature has been used. A Spanish study on
PBLL in EFL classrooms conducted by Montero R. (2011), reports the benefits of PBL and
encourages other professionals to improve the teaching mode by implementing it for further
research.
In regard to collaborative learning McGowan M. (2014) conducted a research in a
Chilean EFL context, where she concludes that collaborative work facilitates classroom
management, promotes goal achievement and stimulates intrinsic motivation. Likewise, as
pointed out by the previous researchers, collaborative work is also a tenet assessed by the
participants in this study. However, results have some contradictory conclusions. Specifically,
perceptions about group work, group correction, feedback, and language learning have some
ambiguities in the results. Even though the learners’ perceptions are positive toward group work
and group feedback, they also report not being aware of their language improvement after a
project finishes.
Another issue for further discussion is the one referred to motivation types stimulated by
PBLL. On the one hand, intrinsic motivation is the predominant type according to students’
attitudes. Most of them consider that working on projects makes them feel more relaxed,
decreases levels of anxiety, allows them to do things they find appealing, and provides them with
a sense of enjoyment when performing the different tasks. On the other hand, concerns
regarding goal-setting theory and self-efficacy conditions have also emerged. Participants have
reported, in one accord positive attitude in terms of self-efficacy towards learning goals since
they feel more competent, autonomous, and willing to use English, in challenging tasks.
Finally, regarding classroom climate, participants of this research have shared their positive
valuation on PBLL as a learning environment promoter, which is consistent with what Daemi et
al. (2017) propose in terms of classroom climate being affected by collaborative work and task-
orientation. Despite geographical and cultural differences, between the present study and Daemi
and his colleagues’ work, both are in accordance with collaborative work and task-orientation as
important positive classroom climate promoters.
V. CONCLUSION
To conclude, it is possible to state that through an appropriate review of PBL studies during
the last ten years in the area, it is demonstrated that PBL provides multiple benefits in the EFL
field, either for motivation increase, language learning, or social abilities development. Students
and teachers’ perceptions in eastern countries agree with the fact that PBLL is an authentic
learning process which promotes academic skills and the sense of collaborative work in the class.
Nevertheless, despite the evidence of PBLL application in Chilean EFL contexts is limited,
there are some studies where English is taught by means of PBLL with Spanish speaking
learners in other countries. These studies helped to strengthen the research work using similar
population to compare data and underpin the research hypothesis.

Thus, the present case study has revealed the effectiveness of PBLL in EFL classes where the
amount of students is numerous. Also, as seen in the respective section, it has been proved that
PBLL methodology encourages the creation of a non-threatening environment which is a
fundamental requisite in learning, and with the more reason in language learning. The findings of
this research will be valuable information to start building initial foundations in the TEFL field.
Finally, it is inevitable to encourage other EFL educators, who currently teach in large classes,
to implement PBL as an effective approach to bridge the gaps of motivation, language
improvement and professional development exercise betting on new effective teaching strategies.
i. Limitations
Along the development of any type of research some limitations may appear. In particular, the
findings of this case study show and increase in the students’ motivation towards the learning
experience but not an equal increase in terms of language proficiency.
Also, in the data collection process some problems emerged; not all potential participants were
interviewed. Some students probably felt intimidated or embarrassed for interviews and as a
consequence the sample was reduced. Plus, at the time when the study took place, high school
students were participating in demonstrations, and therefore attendance was completely irregular.
ix. Further research
MINEDUC has recently launched new curricular adjustments for Elective-courses where PBL
is part of the proposal. These adjustments suggest the incorporation of other disciplines
simultaneously based on a common final objective. The previous scenario might better be seen
as a new access for further research. I strongly suggest to assess the effectiveness in language
proficiency proving the increase or decrease of vocabulary recall and fluency.
Besides, as concluded before, the integration PBLL is a usefulness way to deal with large classes
and encourage learners to the task. However, PBLL proposal is likely to be successful mainly
with senior high-school students. Learners from 11th or 12th grade are expected to master the
language more independently, and therefore, cope better with more complex tasks. Would EFL
younger learners be that successful working with PBLL?
Lastly, I recommend to apply PBLL research considering a larger sampling in order to make
findings more generalizable and increase the sense of credibility. Including perhaps different
classes, levels and other schools, will be of significant importance to compare data and
contribute to the EFL teaching research

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VII. APPENDIXES
i. Appendix A: Likert Scale Questionnaire
ENCUESTA N°1: LIKERT
La siguiente encuesta ha sido diseñada para conocer tu percepción frente al uso y aplicación
de la metodología ABP (Aprendizaje Basado en Proyectos) para las clases de inglés. Valora cada
enunciado con el nivel de aprobación que más represente tu nivel de acuerdo.
Marca con una X la opción que mejor refleje tu percepción u opinión personal frente a los
enunciados; siendo:
1 MUY EN DESACUERDO
2 EN DESACUERDO
3 NI DE ACUERDO NI EN DESACUERDO
4 DE ACUERDO
5 MUY DE ACUERDO
CRITERIOS 1
1 2 3 4 5
1. Trabajar en proyectos hace que me sienta más cómodo y
relajado.
2. Trabajar en equipo durante las clases de inglés me hace sentir

competente.
3. El aprendizaje es más entretenido cuando se trabaja en
proyectos que cuando se trabaja con el libro de inglés
4. Durante el trabajo de proyectos tengo la posibilidad de
interactuar más con el inglés.
5. Las clases de inglés a través de proyectos me dan la oportunidad
de elegir contenido que domino mejor.
6. Cuando cometemos errores en inglés, el trabajo en proyecto nos
permite corregirlos en conjunto.
7. Percibo que el ambiente de clase de inglés durante el trabajo de
proyectos se vuelve más ameno y apropiado.
8. Creo que utilizo más la tecnología a través de la elaboración de
proyectos.
9. Mi ansiedad disminuye cuando aprendo ingles a través de
proyectos.
10. Me siento más dispuesto(a) a trabajar cuando se trata de
proyectos.
11. Mis habilidades lingüísticas se desarrollan mejor cuando trabajo
en proyectos de inglés.
12. Trabajar en proyectos de inglés me permiten desarrollar otras
habilidades.
13. La investigación me permite una relación más directa con el
inglés cuando trabajo en proyectos.
14. Soy consciente del incremento en mi dominio del inglés luego de
cada proyecto.
15. Las clases de inglés se vuelven más desafiantes al realizar
proyectos.
16. Las clases de inglés a través de proyectos me dan la oportunidad
de elegir contenido de mi gusto
17. La discusión y la toma de decisiones se vuelve más interesante
cuando se trabaja de manera colaborativa
18. La autonomía y la autorregulación de los tiempos de trabajo nos
CRITERIOS 1
1 2 3 4 5
permiten funcionar a nuestro ritmo de manera favorable
19. Recuerdo más vocabulario en inglés cuando investigo durante el
proyecto.
20. Las correcciones que hacemos en mi grupo me ayudan a
perfeccionar mi manejo de inglés.
21. Recomendaría a otros profesores de inglés a utilizar esta
metodología con alumnos de enseñanza media.
22. Considero que 1 mes de ejecución es suficiente para cada
proyecto.
23. Comento con mi entorno (padres, familia o amigos) los
proyectos que hacemos en inglés.
x. Appendix B: Group interview
ENTREVISTA ESTRUCTURADA
ESTA ENTREVISTA ESTA DIRIGIDA A ESTUDIANTES DE III° MEDIO DEL COLEGIO ALICANTE DEL
SOL SOBRE EL USO DE ABP EN EL AULA DE INGLES.
Responde las siguientes preguntas con total honestidad. Tienes un tiempo de 1 minuto por
pregunta.
1. ¿Qué aspectos positivos y/o negativos podrías mencionar referente al trabajo de proyectos en la
clase de inglés?
2. ¿Cuál es el proyecto que más te ha gustado y por qué?
3. ¿Te adaptas fácilmente cuando debes enfrentar un rol en tu grupo de trabajo?
4. Cuando se dan cuenta de los errores cometidos, ¿de qué manera los corrigen?
5. ¿Cuán desafiante son las clases de inglés en relación a tus propias habilidades?
6. ¿Consideras que es adecuado y favorecedor aplicar proyectos cuando existe un alto número de
estudiantes dentro de una sala de clases?

xi. Appendix C: Parental Consent
CONSENTIMIENTO INFORMADO PARA PADRES Y/O TUTORES LEGALES
(ENCUESTA LIKERT Y OSGOOD/ ENTREVISTA ESTRUCTURADA)
Su (pupilo/padre/madre/hermano, u otro, especifique), ha sido invitado(a) a participar en el estudio

EFECTIVIDAD DEL ABP (APRENDIZAJE BASADO EN PROYECTOS EN LA ENSEÑANZA DEL
INGLES; ESTUDIO DE CASA SOBRE LA PERCEPCION DE LOS ESTUDIANTES a cargo del/de la
investigador/a DIEGO ALDANA BRAVO, docente del Colegio Alicante del Sol y Candidato a Magister de
la Universidad Metropolitana de Ciencias de la Educación.
El objetivo principal de este trabajo es EVALUAR LA EFECTIVIDAD DEL APRENDIZAJE BASADO EN

PROYECTOS EN LA MOTIVACIÓN DE LOS ESTUDIANTES EN EL USO DEL INGLES EN AULA
Si acepta participar en este estudio requerirá responder/realizar/participar en ENCUESTA LIKERT Y

OSGOOD/ ENTREVISTA ESTRUCTURADA) que tiene por objetivo (CONOCER LAS PERCEPCIONES
DE LOS ESTUDIANTES FRENTE APRENDIZAJE BASADO APLICADO EN LAS CLASES DE
INGLÉS, durante EL AÑO ESCOLAR.
Esta actividad se efectuará de manera de la siguiente manera: LOS ESTUDIANTES DEBERÁN LLENAR
UNA ENCUESTA LIKERT Y OSGOOD DE MANERA INDIVIDUAL en aproximadamente 20 minutos y
además una ENTREVISTA GRUPAL GRABADA EN FORMATO AUDIO UNICAMENTE, donde 10
estudiantes serán elegidos al azar. Los estudiantes tendrán 1 minuto para responder cada una de las 7
preguntas. (con un total de 60 minutos aproximadamente.
La participación de su (pupilo/padre/madre/hermano, u otro, especifique), es totalmente voluntaria y

podrá abandonar la investigación sin necesidad de dar ningún tipo de explicación o excusas y sin que
ello signifique algún perjuicio o consecuencia para usted.
Además, tendrá el derecho a no responder preguntas si así lo estima conveniente.
La totalidad de la información obtenida será de carácter confidencial, para lo cual los informantes serán
identificados con código, sin que la identidad de los participantes sea requerida o escrita en las
encuestas y/o entrevistas).
Los datos recogidos serán analizados en el marco de la presente investigación, su presentación y

difusión científica será efectuada de manera que los usuarios no puedan ser individualizados. Sus datos
estarán protegidos y resguardados en el ordenador del investigador, Solo los investigadores pueden
acceder a ella, el custodio de la información (Diego Aldana Bravo) guardará los datos personales
relacionados por 5 años una vez terminada la investigación, posterior se destruirá.
La participación de su (pupilo/padre/madre/hermano, u otro, especifique), en este estudio no le

reportará beneficios personales, no obstante, los resultados del trabajo constituirán un aporte al
conocimiento en torno A LA ENSEÑANZA-APRENDIZAJE DEL INGLÉS COMO IDIOMA
EXTRANJERO.
Independiente de la autorización del Director(a) del Establecimiento, padres y/o tutores legales, la
participación del estudiante es libre y voluntaria y puede negarse a participar.
Si tiene consultas respecto de esta investigación, puede contactarse con el/la investigador/a
responsable, (DIEGO ALDANA BRAVO) al teléfono (+56977040454) o a su correo electrónico
institucional (aldana.diegoalejandro@gmail.com).
Para cualquier duda que se presente o si se vulneran sus derechos puede contactarse con el Dr. Claudio
Martínez Presidente del Comité de Ética de la Universidad de Santiago de Chile, CEI-USACH, al teléfono
2-2-7180293 o al correo electrónico comitedeetica@usach.cl. También puede solicitar más información
sobre la ética del proyecto con la Dra. Beatriz Figueroa, representante del Comité UMCE en el teléfono
22-322-9193 y en el correo electrónico evaluacion.etica@umce.cl
Por medio del presente documento declaro haber sido informado de lo antes indicado, y estar en
conocimiento del objetivo del estudio.
Manifiesto mi interés en que mi (pupilo/padre/madre/hermano, u otro, especifique) participe en este

estudio y declaro que he recibido un duplicado firmado de este documento que reitera este hecho.
Acepto la participación de mi (pupilo/padre/madre/hermano, u otro, especifique) en el presente

estudio.
Nombre: ______________________________________________________________________
Firma:
______________________________________________________________________
Fecha: ____________________/_______/______________/___________
Ciudad Día Mes Año
_____________________________________________________________________________________
Nombre y Firma Investigador (a) Principal

xii. Appendix D: Students consent
ASENTIMIENTO INFORMADO PARA ESTUDIANTES MENORES DE EDAD

(Encuesta y entrevista estructurada)
Mi nombre es Diego Aldana Bravo y mi trabajo consiste en investigar El ABP (Aprendizaje Basado en Proyectos)
aplicado a la enseñanza del inglés con el propósito de Evaluar su efectividad en la motivación de los estudiantes
para el uso de inglés en clases.
Te invitamos a participar de esta investigación. Puedes elegir si participar o no. Si no deseas tomar parte en ella, no
tienes que hacerlo, aún cuando tus padres lo hayan aceptado. Incluso, estando ya en la investigación, puedes retirarte
en cualquier momento, sin dar ninguna explicación, y sin que esto signifique alguna consecuencia negativa para ti.
En esta investigación te pediremos: responder una encuesta, responder una entrevista grupal grabada en
formato audio en una sesión). No se utilizarán imágenes ni filmación.
Toda la información que nos entregues será confidencial (no será identificado tu nombre), usada únicamente para los
fines de esta investigación, y estará protegida (código, encriptada) y resguardada en (poder del investigador). Solo
los investigadores pueden acceder a ella, el custodio de la información (Diego Aldana Bravo) guardará los datos
personales relacionados por 5 años una vez terminada la investigación, posterior se destruirá.
Independiente de la autorización del Director(a) del Establecimiento, padres y/o tutores legales, la participación es libre
y voluntaria y puede negarse a participar.
Si tienes alguna duda sobre la investigación o sobre tu participación, tanto el investigador (a) principal, como el Comité
de Ética de la Universidad Metropolitana de Ciencias de la Educación, estarán disponibles para aclarar tus consultas.
Para ello puedes contactar al investigador principal Diego Aldana Bravo), en el teléfono (+56977240454)
Para cualquier duda que se presente o si se vulneran sus derechos puede contactarse con el Dr. Claudio Martínez
Presidente del Comité de Ética de la Universidad de Santiago de Chile, CEI-USACH, al teléfono 2-2-7180293 o al
correo electrónico comitedeetica@usach.cl. También puede solicitar más información sobre la ética del proyecto con la
Dra. Beatriz Figueroa, representante del Comité UMCE en el teléfono 22-322-9193 y en el correo electrónico
evaluacion.etica@umce.cl
Si decides participar recibirás una copia de este documento.
Acepto participar en el presente estudio (Nombre, Firma y/o Huella Digital)
______________________________________________________________________
Fecha: ____________________/_______/______________/___________
Ciudad Día Mes Año
Diego Aldana Bravo
______________________________________________________________________
Nombre y Firma Investigador (a) Principal

2020 Assessing The Motivational Effect of Project Based Language Learning in An Efl Chilean

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UNIVERSIDAD METROPOLITANA DE CIENCIAS DE LA EDUCACIÓN

FACULTAD DE HISTORIA, GEOGRAFÍA Y LETRAS DEPARTAMENTO DE INGLÉS

ASSESSING THE MOTIVATIONAL EFFECT OF PROJECT-BASED

LANGUAGE LEARNING IN AN EFL CHILEAN HIGH SCHOOL: A CASE STUDY

TESIS PARA OPTAR AL GRADO DE MAGÍSTER EN ENSEÑANZA DEL

Profesora guía patrocinante: Lery Verónica Mejias

changed numerous lives and everybody’s realities in now seen differently.

better and greater person.

Furthermore, to my best postgraduate classmate Valentina Pacheco whose disposition

interesting, and I could stir more passion in the research process.

3. Socio-cultural Dimension Theory. 16

8. Further Motivational Components 17

iv. PBL AND CLASSROOM CLIMATE: creating a positive environment 18

a) Intrinsic Motivation: Stimulation, Knowledge and Accomplishment. 2

3. PBL in Language Learning 9

a) Goal-Setting theory: mechanisms that affect the performance in language learning

iii. FURTHER DISCUSSION 22

have proved PBLL’s effectiveness in increasing motivation, and encouraging a positive

La siguiente investigación tiene como objetivo conocer las percepciones de estudiantes de

estudiantes de inglés como lengua extranjera compartieron su apreciación después de un año

escolar experimentando el modelo ABP bajo la premisa de principios del Pos-método en la

resultados corroboran la efectividad del ABP en la motivación y la promoción de un clima de

Palabras claves: ABP, motivación, percepciones de estudiantes de inglés, metodología de la

enseñanza del inglés como idioma extranjero y clima de aula.

activity and achieve the expected goal: to communicate in English.

its multiple benefits.

seem to be enjoying the task in project-works.

English due to its multifaceted attributes.

inefficient teaching performances. According to EFL inquiry in Chilean contexts, researchers

ideological and pedagogical perspective. Kumaravadivelu (2005), claims that post-method

the constraints imposed by institutions, curricula, and textbooks.

motivation is affected when they perceive a threatening environment with no-participation.

Particularly, group-work usually needs new sitting-arrangement. It is observed that when

PBL as an emerging way of learning English.

I. RESEARCH PROBLEM AND QUESTIONS

purpose, the following objectives have been stated:

-To assess PBL´s effect on motivation on an EFL high school classroom.

application of PBL approach aims to contribute solving learners’ lack of participation in

language instruction, as well as creating an appropriate classroom climate through PBL as a

Does PBL enhance learners’ motivation to use English as a foreign language in a

Chilean classroom? If so, how?

classroom, but there is still no substantial evidence in Chilean contexts.

attitude to language learning?

future can be taken.

a non-threatening learning environment.

II. LITERATURE REVIEW

i. EFL CHILEAN CONTEXT: CONSTRAINTS AND LIMITATIONS

government declared in the OECD seminar, in Japan (2008) the following:

Chile is interested in strengthening the capacities of its citizens in English as a

will bring. (p.10).

national curriculum guidelines, textbooks, and map-progress have proved ineffective in

ascertaining the attainment of solid levels of proficiency in English” (p.111).

by the professionals throughout the school year.

that substantial language development is evidenced.

are of high relevancy for success.

ii. PROJECT-BASED LANGUAGE LEARNING (IN EFL CLASSROOM).

studied and worked with John Dewey.

contextualised and connected to students’ interests.

of technology in the process, the development of twenty-first-century skills, and autonomy

practices of short, isolated, teacher-centred lessons. PBL learning activities are

long-term, interdisciplinary, student-centred, and integrated with real-world issues

and practices. It is a method that fosters abstract, intellectual tasks to explore

students explore, make judgments, interpret, and synthesize information in