APPLICATION OF PROJECTBASED LEARNING PBL TO MOTIVATE ENGLISH
“APPLICATION OF PROJECT-BASED LEARNING (PBL) TO MOTIVATE ENGLISH LEARNING OF NINTH YEAR STUDENTS OF UNIDAD EDUCATIVA PARTICULAR ELOY ALFARO OF MACHALA CITY, DURING THE FIRST TERM OF 2012 -2013 ACADEMIC YEAR” Anyela Magdalena Apolo Chávez
Main Problem • How will be application of project-based learning (PBL) contribute to motivate English learning on students of 9 th year of Basic Education of UEP Eloy Alfaro? Secondary Problem • How does the lack of use of active methodologies affects the motivation for English learning on students of 9 th year of Basic Education of UEP Eloy Alfaro?
VARIABLE I. V. DIMENSIONS Project-based learning origins Project-based learning (PBL) SUBDIMENSIONS INDICATORS Importance of John Dewey theory. Learning by doing. Kilpatrick proposal & also four components. Purposing, planning, executing, & judging. Project-based learning definition. Design, problem-solving, decisionmaking, &/or investigative activities. D. V. Characteristics Centrality, driving question, constructive investigations, autonomy & realism. Phases of PBL Four steps fundamental. Teacher’s role Student independence. Guide students. Point students to the right direction. Scaffold the learning of students. Motivation for English learning Motivation definition. Motivation in second language learning. Internal drive learner’s communicative needs attitudes towards second language community. Learning motivation theories The The Integrative & instrumental motivation. Intrinsic & extrinsec motivation performance vs. Mastery (or learning) orientatins. Short-term goal. Long-tearm goal. Locus of control. Factor affecting language learning Physical condition. Method of teaching. The teachers success. Motivation for English Learning socio-educational model. self-determination theory. goal orientation theory. attribution theory. Step 1. 2. 3. 4. starting the project. developing the project reporting to the class assessing the project Class environment. Traditional or active methods. High or low level of challenge.
General: - To determine the incidence of applying projectbased learning (PBL) as strategy to motivate English learning on students. Specific: - To characterize active methodologies used to motivate English Learning on students. - To determine the way of class projects are applied by English teachers to develop basic language skills on students. - To establish the practical-interactive activities used to communicate ideas in English. - To develop the research based on the proposal of applying project-based learning (PBL) to motivate English learning on students.
This research focuses in establish that it is possible to apply project -based learning (PBL) in ninth year students of Unidad Educativa Particular Eloy Alfaro from Machala city, as strategy to motivate English learning. Dynamic of project-based learning (PBL) allow students be active while they learn through the application of innovating works and projects inside and out side of the class. The PBL approach, allow and motivate learners to communicate in English language ideas, and also to improve basic language skills naturally, with critical thinking; forgetting the employment of traditional methods as “formulas” or translation since the Spanish language. In that sense, project-based learning (PBL) will involve to students in an interactive environment that definitely will increase motivation in the educational process, giving as result a meaningful learning by the use of effectively communicating skills.
Ø INDEPENDENT VARIABLE: PBL ORIGINS: Beckett (2006); John Dewey (1900) the father of progressive education promote the “learning by doing”; William H. Kilpatrick (1918) “the project method”; Foshay (1999) Four components: purposing, planning, executing & judging. DEFINITION: Solomon (2003) learning through experiences; Thomas (2000); Stoller (2006). CHARACTERISTICS: Solomon (2003) realism, autonomy, constructive investigation, centrality, driving question, collaboration. PHASES: Stoller (1995) among the principal theorics: Starting, developing, reporting and assessing the project TEACHER’S ROLE: Walsh (2010), Krajcik & Wu (2006)
Ø DEPENDENT VARIABLE: MOTIVATION FOR ENGLISH LEARNING: Harmer (1997) “internal drive”; Hunter (1981) “motivation is learned”; Forman (2005) intrinsic & extrinsic factors. LANGUAGE LEARNING MOTIVATION THEORIES: Gardner (1995)The socio-educational model: integrative & instrumental motivation; Deci, Connell & Ryan (1989) the self determination theory: intrinsic & extrinsic motivation; . (Dörnyei, 2001) The goal orientation theory. Two types of motivation: short term goal, long term goal. FACTORS INFLUENCING LANGUAGE LEARNING: Harmer (1991) environment, teaching method, teacher’s attitude, student’s success.
Ø RELATION BETWEEN INDEPENDENT & DEPENDENT VARIABLE: The importance of PBL in motivation is that this methodology empower students by allowing them the opportunity to design their project “to fit their own interest and abilities, to decide how to find answers and solve problems working in team with a cooperation ambiance where each member is responsible not only for what is taught, but also for helping teammates learn. Consequently, it helps create an atmosphere of achievement and success” (Balkcom, 1995).
The application of PBL to motivate English Learning on students will not increase their interest to communicate in English language ideas and to develop basic language skills. ALTERNATIVE HYPOTHESIS The application of PBL to motivate English Learning on students will increase their interest to communicate in English language ideas and to develop basic language skills. NULL HYPOTHESIS WORKING HYPOTHESIS Ø HYPOTHESIS: Traditional methods are enough to motivate English Learning on students to increase their interest to communicate in English language ideas and to develop basic language skills.
RESEARCH TYPE & DESIGN: Descriptive, in the field and experimental research. This is a quasi experiment research, based in a two study groups that are not yet sets, but theoretically defined: the experimental group and the control group POPULATION SIZE & SAMPLE: The study groups chosen for this research are 85 students divided in two parallels: A with 42 students and B with 43 students; both with the same English teacher. FIELD OF WORK: Unidad Educativa Particular Eloy Alfaro from Machala city during the first term of 2012 - 2013 academic year INSTRUMENTS FOR DATA COLLECTION: 1. An interview to the teacher. 2. A Survey to the students. 3. Observation of the dynamic of the class and the motivation of the students. PROCESSING & ANALYSIS Methods: Quantitative statistical analysis of results from surveys, described in charts, graphs, and summaries and Qualitative analysis of results obtained from interview to the teacher and the observation of the class.
Ø RESULTS OF STUDENTS’ SURVEYS:
Ø RESULTS OF STUDENTS’ SURVEYS:
Ø RESULTS OF STUDENTS’ SURVEYS:
Ø RESULTS OF STUDENTS’ SURVEYS:
Ø RESULTS OF TEACHER’S INTERVIEW: • Teacher is conscious about motivation problems in English Learning and how them can be improved theoretically. • She basis her educational process in the using of traditional method with a little and very basic active methodology focus mix. • She doesn’t apply class projects in a properly or technique way as the methodology indicates in order to generate a meaningful and active learning leaded by students. Ø RESULTS OF CLASS OBSERVATION: • Teacher do her best with her knowledge and skills to enhance English learning. • She stills uses traditional methods for teaching-learning process. • She has a basic notion of application of active methods. • The results of the English leaning process is a low knowledge, skills development and motivation for learning English in students.
• As a shown in the triangulation of the information, it’s possible to confirm that the solution to the problem is related to the Working Hypothesis, PBL will increase their interest to use contents of English classes and to improve basic skills for the understanding and communication in English language. • The null and alternative hypothesis are rejected because take part of the causes of the problem. ANALYSIS OF RESULTS CONCLUSIONS • Working hypothesis is the solution for the lack of motivation on students. • Teacher uses traditional methods with a few participation of students and without applying real active methods. • Practical-interactive activities are not been used in the English class. • Class projects are not applied with a properly methodology basis or in a technique way in order to generate in students a meaningful and active learning. • To apply the proposal of this research based on the application of PBL to motivate English learning , in order to improve communication and English skills of students. • To prepare and train English teachers in a program of PBL as a way to improve English teaching-learning strategies and activities to develop basic skills and value English language in students. • To Train teachers of all areas in active methodologies so students will develop meaningful learning to have a successful accomplishment of their goals. RECOMMENDATIONS
CREATION AND PUBLISHING IN A BLOG OF A PHOTO NOVEL PROJECT FOR NINTH GRADE STUDENTS OF UNIDAD EDUCATIVA PARTICULAR ELOY ALFARO OF MACHALA CITY, FOR PRESENTATION IN THE SCIENCE FAIR DURING THE 2013 -2014 ACADEMIC YEAR.
LITERATURE: JUSTIFICATION: Students create and publish a photo novel came from an idea shared amongst teachers and English students. that parents, fellow students and others will be able to recognize the students’ verbal skills during their presentations. PURPOSE & AIM OF THE PURPOSE: to provide teachers an alternate teaching methods which are both modern and interesting for students. Also it will provide a way to connect to other subjects and the community when the students are creating and later displaying their works on a blog and in the science fair. Beckett (2006) John Dewey (1990) Foshay (1999) Thomas (2000) Photo novel: busyteacher. org, eslflow. com, glencoe. com Blogs: sabanciuniv. edu, Glogowski (2008)
# 5. 8. 1 Activities Plan classes for 9 th grade Students including picture recognition and applicable activities. Responsible English Teacher Time Achievement Indicator(s) August, 2012 Lesson Plans Approved August, 2012 Vocabulary English Coordinator Vice-Principal 5. 8. 2 Teach students pertinent vocabulary in English Teacher order to write a short story with pictures. 5. 8. 3 Have students work in groups to generate Each student Creates a photo novel using English Teacher Create a Blog where students can publish their works online and share with each other. 5. 8. 6 Have students decorate and bind their final August, 2012 English Teacher August Pictures of Ss working in groups. Present photo novels to the public in the Science Fair. and Finished photo novels September, 2012 English Teacher Computer Teacher English Teacher August and Blog with uploaded photo novels September, 2012 drafts of their photo novels. 5. 8. 7 Ss Results of brainstorming ideas from their photos taken and printed. 5. 8. 5 in notebooks. ideas for their photo novels. 5. 8. 4 shown Finished products ready for the Science Fair Vice-Principal October, 2012 Stand with finished works of the students. English Teacher Visitors from Eloy Alfaro and other Students invited schools Parents 5. 8. 8 Evaluate the entire project English Teacher October, 2012 Self Evaluation realized by students and teacher Surveys taken of visitors to the
LITERATURE: JUSTIFICATION: Students create and publish a photo novel came from an idea shared amongst teachers and English students. that parents, fellow students and others will be able to recognize the students’ verbal skills during their presentations. PURPOSE & AIM OF THE PURPOSE: to provide teachers an alternate teaching methods which are both modern and interesting for students. Also it will provide a way to connect to other subjects and the community when the students are creating and later displaying their works on a blog and in the science fair. Beckett (2006) John Dewey (1990) Foshay (1999) Thomas (2000) Photo novel: busyteacher. org, eslflow. com, glencoe. com Blogs: sabanciuniv. edu, Glogowski (2008) SIGNIFICANT/EXPECTED OUTCOME: Students will be able to use their English knowledge in an interesting and creative project will begin to like English more. students will learn how to use technology for learning purposes and not just for entertainment. Other teachers of English and other subjects also become more involved with Project-Based Learning and use these kinds of projects to stimulate their students learning capabilities.
“True learning is based on discovery guided by mentoring rather than the transmission of knowledge. ” John Dewey
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