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dc.contributor.advisorMoate, Josephine
dc.contributor.authorParaná, Raul Oliveira Albuquerque
dc.date.accessioned2019-11-11T06:42:16Z
dc.date.available2019-11-11T06:42:16Z
dc.date.issued2019
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/66293
dc.description.abstractProject-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 which thematic analysis was used to analyze the responses. Main research findings show that learners predominantly view their PBLL experience positively and find that PBLL helps them develop not only language, but also content and competencies. The study also found that acknowledging people as resources, promoting interaction through group work, and actively using the language are understood to be practices conducive to learning, whilst having limited time and having peers with negative attitudes/different ideas are believed to hinder learning. Such findings are in line with those of existing literature (e.g., Mali, 2017; Miller, Hefner and Fun, 2012) and shed light on the complexity of learning, in addition to providing valuable evidence to further support the claim that PjBL lends itself well to CLIL education.en
dc.format.extent86
dc.language.isoen
dc.subject.otherProject-based Language Learning
dc.subject.otherlearner perspectives
dc.subject.otherMexico
dc.subject.otherhigh school
dc.subject.otherEnglish as an Additional Language
dc.title"Was very father" : Mexican high-school students' perspectives of Project-based Language Learning
dc.identifier.urnURN:NBN:fi:jyu-201911114807
dc.type.ontasotMaster’s thesisen
dc.type.ontasotPro gradu -tutkielmafi
dc.contributor.tiedekuntaKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.tiedekuntaFaculty of Education and Psychologyen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.oppiaineMaster's Degree Programme in Educationfi
dc.contributor.oppiaineMaster's Degree Programme in Educationen
dc.rights.copyrightJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rights.copyrightThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.contributor.oppiainekoodi102
dc.subject.ysoenglannin kieli
dc.subject.ysokielen oppiminen
dc.subject.ysooppiminen
dc.subject.ysoprojektioppiminen
dc.subject.ysoEnglish language
dc.subject.ysolanguage learning
dc.subject.ysolearning
dc.subject.ysoproject learning


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