Exploring the implications of using project based learning on ninth graders' identities and investment in EFL learning
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Archivos
Fecha
2020
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La presente es una investigación-acción dentro de un paradigma cualitativo, que tiene como
objetivo comprender la relación entre identidad, inversión y Aprendizaje Basado en Proyectos
(ABP). Dado el escaso compromiso de la mayoría de los dieciséis estudiantes de primero medio
respecto a aprender inglés, se les propuso desarrollar dos proyectos. El objetivo fue explorar
cómo sus identidades como estudiantes fueron influenciadas y limitadas por las prácticas
tradicionales de la enseñanza del idioma, junto con sus estructuras de poder, y examinar si es que
el ABP podría influenciar los cambios en estas identidades y su inversión en el aprendizaje del
idioma inglés como idioma extranjero. Los instrumentos utilizados para la recolección de datos
son observación y notas de campo, un cuestionario abierto, entrevistas personales y
retroalimentaciones grupales. El estudio comenzó en agosto y finalizó en noviembre del 2019.
Los datos fueron analizados utilizando temas. Los mayores hallazgos revelan que al usar ABP, la
mayoría de los alumnos incrementó su inversión en aprender inglés y a la vez, los ayudó a crear
actitudes positivas respecto ellos mismos, al aprendizaje del idioma y su comunidad escolar. Los
potenciales beneficios de investigar en profundidad el ABP en la enseñanza de inglés en el
contexto educacional de Chile, pueden estar ligados a una mejora significativa en el compromiso
y posesión del aprendizaje.
The present investigation is a classroom-based action research study within the qualitative paradigm aimed at examining the implications between identity, investment and Project Based Learning (PBL). Given the lack of engagement regarding learning of most of the sixteen 9 th grade students in a private school in Chile, they were challenged to develop two projects. The aim was to explore how their identities as learners were being influenced and constrained by traditional teaching practices with its power structures and also whether PBL might influence changes to these identities and their investment in the English as a Foreign Language (EFL) class. The tools used to collect data were observation and field notes, an open-ended questionnaire, interviews and group feedback. The inquiry began in August and ended in November of 2019. The data gathered was analyzed using a thematic coding process. The main findings reveal that the PBL experience enhanced their investment in English learning and, at the same time, helped them create positive attitudes about themselves towards the EFL class and their school community. The potential benefits of a broader use of PBL in the Chilean educational context could offer a way forward to significant improvement in classroom engagement and ownership of learning.
The present investigation is a classroom-based action research study within the qualitative paradigm aimed at examining the implications between identity, investment and Project Based Learning (PBL). Given the lack of engagement regarding learning of most of the sixteen 9 th grade students in a private school in Chile, they were challenged to develop two projects. The aim was to explore how their identities as learners were being influenced and constrained by traditional teaching practices with its power structures and also whether PBL might influence changes to these identities and their investment in the English as a Foreign Language (EFL) class. The tools used to collect data were observation and field notes, an open-ended questionnaire, interviews and group feedback. The inquiry began in August and ended in November of 2019. The data gathered was analyzed using a thematic coding process. The main findings reveal that the PBL experience enhanced their investment in English learning and, at the same time, helped them create positive attitudes about themselves towards the EFL class and their school community. The potential benefits of a broader use of PBL in the Chilean educational context could offer a way forward to significant improvement in classroom engagement and ownership of learning.
Notas
Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera, Master en Artes en TESOL)
Palabras clave
Aprendizaje Basado en Proyectos, Inglés, Enseñanza Media, Chile