Language Learning Strategies Under the PBL Approach: Study of Seventh Graders’ Speaking

Abstract

This study deeply examines the potential impact of Project-Based Learning (PBL) on the speaking abilities of a group of seventh-grade students at a public school in Cartagena, Colombia, and its connection to language learning strategies. A mixed-gender group of thirty-five students aged between 12 and 15 was randomly chosen for this explorative action research. The methodology involved six dynamic workshops wherein the students were evaluated using a multi-modal approach including surveys, a research diary, and a non-participant observation checklist. These tools helped examine the efficacy of different strategies and students’ oral performance during their final presentations. Data were systematically collected and analyzed with recurrent information organized into defined categories and coded into emerging themes from the applied artifacts. Comparative analyses of students’ performances across three distinct stages - diagnosis, action, and evaluation - revealed noticeable differences in learning outcomes, confidence, and motivation among the participants. The authors claim that incorporating the PBL approach and language learning strategies can boost students’ motivation, fosters autonomous learning, and nurtures critical thinking and collaborative skills.

Data were systematically collected and analyzed, with recurrent information organized into defined categories and coded based on emerging themes from the applied artifacts. Comparative analyses of students' performances across three distinct stages - diagnosis, action, and evaluation - revealed noticeable differences in learning outcomes, confidence, and motivation among the participants. The author posits that incorporating the PBL approach and language learning strategies can boost students' motivation, foster autonomous learning, and nurture critical thinking and collaborative skills.