Project-Based Learning as a Methodology to Improve Reading and Comprehension Skills in the English Language

Abstract

This study aimed to investigate the effectiveness of Project-Based Learning (PBL) in enhancing English language reading skills among ninth-grade students in a school located in Quito. The research employed a mixed-methods approach, combining a descriptive nature with a comprehensive literature review from reputable sources such as ScienceDirect, Scopus, MDPI, Web of Science, and Springer. The analytical-synthetic method was utilized, incorporating an observation guide to diagnose students’ reading preferences and habits, along with questionnaires administered to 10 teachers and two institutional authorities to gather insights on their experiences with PBL. The main objective was increasing interest and competence in reading, reading, and comprehension. Following the implementation of PBL, the 20 participating students exhibited enhanced motivation and demonstrated advancements in their reading skills. They engaged in significant, relevant projects aligned with their social and educational environment. The results highlight the effectiveness of PBL as a teaching strategy for developing English language reading skills. The findings suggest that educators have a fundamental responsibility to stimulate and encourage the development of reading abilities, especially for students at the beginning of their schooling. PBL offers an active and innovative approach to foster student engagement and improve reading and comprehension skills. Therefore, this study demonstrates that implementing PBL can positively impact students’ English language reading skills. These results support the recommendation for the widespread adoption of PBL in English language learning contexts to enhance reading proficiency among students.

Digital Transformation of Education: Design of a “Project-Based Teaching” Service Platform to Promote the Integration of Production and Education

“…Second, there is practical research related to project-based teaching [11][12][13][14][15][16][17][18][19]. For example, Imbaquingo and Cárdenas (2023) [11] investigated the effectiveness of project-based learning (PBL) in improving the English reading skills of ninth-grade students in a school.…”

“…Second, there is practical research related to project-based teaching [11][12][13][14][15][16][17][18][19]. For example, Imbaquingo and Cárdenas (2023) [11] investigated the effectiveness of project-based learning (PBL) in improving the English reading skills of ninth-grade students in a school. Tong and Wei (2020) [12] proposed a new universal teaching model-project-based blended learning (PBBL)-and described teaching experiments in which PBBL was applied.…”

The impact of mobile-assisted project-based learning on developing EFL students' speaking skills

“…To stimulate EFL speaking, recent evidence has proven the effectiveness of PBL in providing various options and opportunities to support learners and overcome the difficulties above (Fitriati & Mafruudloh, 2020;Suryani & Argawati, 2023;Zhang & Ma, 2023). Research has also recognised that project work boosts students' decision-making and leadership skills (Hasanah et al, 2023;Matilainen et al, 2021), autonomous and collaborative learning (Chi, 2023;Imbaquingo & Cárdenas, 2023;Khoudri et al, 2023), creativity and creative thinking (Khafah et al, 2023;Khoiri, 2023;Latifaj, 2023), and problem-solving abilities (Gawade et al, 2023). Thus, PBL is a comprehensive approach that emphasises meaningful improvement of lifelong and language skills (Beckett & Slater, 2018a).…”