Project-Based Learning: Methodology To Promote English As A Foreign Language In Senior Adults

Abstract

Throughout time, learning English as a foreign language has been perceived by adults as inaccessible, complex or as a requirement. It is important to mention that in the development of skills, oral production is one of the most complex since it means going beyond the perceptions and emotions that this process implies. That is why this research focused on implementing Project based learning (PBL) in a group of senior students who began their process of learning English level A1s.

Initially, a detailed reading and analysis of research sources on authors who previously researched on the application of PBL, English as a foreign language and on senior students was carried out. This research was qualitative focused on action research design; it implemented interview and field diaries as a instrument. For the analysis of data, first a thematic analysis was carried out, which consists of steps such as: collecting data, organizing the information, coding, categorizing and finally making a detailed description of the results obtained.

Based on the findings, the data were categorized as follows: Improving students' oral performance through PBL; from this category it was concluded that PBL contributes to the learning of new vocabulary and its pronunciation. Student's Perceptions About The PBL; with this category it was concluded that learning a new language can be a challenge for the students considering previous perceptions, however, through collaborative work, use of technologies and innovation, students acquire new perceptions about the language which allows them to advance in the learning process. Student's Emotions About PBL; it was concluded that learning a new language can generate various emotions such as stress, anxiety and embarrassment in students.