"Was very father" : Mexican high-school students' perspectives of Project-based Language Learning
Date
2019Copyright
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Project-based Learning (PjBL) is often described in the literature (e.g., Al-Balushi and Al-
Aamri, 2014; Karaçalli and Korur, 2014; etc.) as an educational model that works. Despite
the substantial number of studies on the model, little has been done in the way of
exploring students’ perspectives of the use of PjBL in English language classrooms. Such
a reality is especially true in secondary education contexts in Latin American countries.
This thesis reports on an original research study conducted to assess students’
perspectives of Project-based Language Learning (PBLL) in three public high schools in
the state Jalisco, in Mexico. The study’s main objectives were to uncover learners’ value
judgements about their PjBL experience; to determine the perceived outcomes of that
learning event, and; to identify factors contributing to or hindering learning in that
context. Qualitative data was collected (n=456) by means of survey, following the
implementation of an eight-week pilot, after
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