Developing Engagement of Writing Skills in Second-grade Students with PBL

Abstract

This qualitative action research study explored how Project-Based Learning (PBL) can foster the development of writing skills and engagement in second-grade English as a Foreign Language (EFL) learners at Newport School. Addressing a gap between oral and written production, the research implemented a PBL intervention focused on comparing butterfly and chicken life cycles, utilizing diverse data sources such as assessments, observations, and reflections. Findings revealed significant improvement in the mastery of comparative structures, demonstrating a progression from fragmented phrases to more grammatically accurate and complex constructions. Furthermore, scaffolding tools, particularly Venn diagrams, proved crucial for students' thought organization and written structuring. Crucially, the integration of real-world contexts through the life cycle's themes notably increased student engagement and intrinsic motivation. This study concludes that PBL is a holistic and transformative pedagogical framework, capable of nurturing cognitive development, specific linguistic skill acquisition, and the affective dimension of learning in young EFL students, offering practical implications for balancing oral and written instruction.