Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations

Abstract

The Content and Language Integrated Learning (CLIL) approach has become one of the most frequent teaching options used as a pivotal element of bilingual programs. Over the last two decades, a lot has been written about its characteristics, its potential, and the methodological approaches that should be used to encourage such programs. Since the main objective of CLIL is to improve the use of the foreign language as a vehicle for communication by students when accessing and manipulating content matter, it seems evident that methodological strategies should be promoted to provide the opportunity to maximize the use of the language within the classroom. In this respect, project-based learning (PBL) is depicted, in principle, as an ideal proposal for CLIL, since its implementation will entail an increase in language management. Especially concerning the content, this will result in an improvement in students’ ability to perform more comfortably in school and, presumably, more effectively. Nevertheless, there might not be such a straightforward cause-effect relationship and, therefore, it is necessary to dig deeper into the real impact of using PBL. This study is aimed at analyzing its influence from the students’ point of view, to drill down on their feelings and behavior towards PBL and how they tackle and solve the arising challenges. Results have shown interesting information about their views on the benefits of working by projects but also some concerns regarding the use of this teaching and learning model.

Content and Language Integrated Learning (CLIL) Implementation for Indonesian EFL Learners: A Case Study

“…Several previous studies found that CLIL was effective and suitable to promote students' English language competencies and contribute to the effectiveness of the teaching and learning process (Delgado-Gutierrez, 2020;Lastra-Mercado, 2016;Sánchez-García & Pavón-Vázquez, 2021;Vasquez, 2019). Even the combination of CLIL with another teaching method like Project-based Learning (PjBL) would also help students to face the future's challenges (Sanz Navarro, 2020).…”

Redefining assessment: Creating a groundbreaking prototype for domain affective in project-based learning

“…PjBL can be briefly defined as educational education that involves the acquisition of knowledge and skills through the process of producing and completing a project (Sánchez-García & Pavón-Vázquez, 2021). Various studies have been conducted using PjBL as a learning method for skill development (Rohm, 2021), creative problem solving (Chen & Chan, 2021), student attitudes (Parker, 2020), interpersonal competence development (Crespí et al, 2022), project-based earning with interdisciplinary approach (Hart, 2019), collaboration in PjBL (Hussein, 2021), group work orientation through PjBL (Jaiswal et al, 2021), students perception in psycho affective through PjBL (Sánchez-García & Pavón-Vázquez, 2021), and so on. Furthermore, Sánchez-García and Pavón-Vázquez (2021) explain that PjBL presents a new approach in pedagogy that emphasizes collaboration and cooperation among students.…”