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On the Role Played by Project-Based Learning in Teacher Training Online

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dc.contributor.authorSánchez Calderón, Silvia
dc.contributor.authorEscobar Álvarez, Mª Ángeles
dc.date.accessioned2024-06-11T09:18:49Z
dc.date.available2024-06-11T09:18:49Z
dc.date.issued2021-07-29
dc.description.abstractThis work investigates the perceptions on the role played by Project-Based Learning (PBL) in English as a second language (L2 English) participants who are receiving teacher training online. The participants in this study were enrolled in the Psycholinguistic Analysis of English Acquisition module at xxx-removed for blind review. They were given the choice of two projects: (a) an L2 English learner linguistic profile and (b) a grammatical structure analysis and its L2 English teaching application. The participants’ opinions about PBL were then collected in a questionnaire that included the following variables: motivation and attitude towards L2 English learning before and after the project, perception of the development of English language proficiency skills, content acquisition, and other issues related to PBL such as L2 learning reflection; and, autonomy and real language use. They reported having learned by doing and, as a consequence, believed that they had learned autonomously because they were responsible for their own learning. Likewise, they claimed PBL facilitated critical thinking, creativity, language awareness, and professional development through the project completion. They also showed a positive attitude towards the integration of the four language skills and the building of content knowledge by gathering and planning information using authentic resources.en
dc.description.versionversión publicada
dc.identifier.citationSánchez Calderón, Silvia. Escobar Álvarez,María Ángeles (2021) . "On the Role Played by Project-Based Learning in Teacher Training Online," English Literature and Language Review, Academic Research Publishing Group, vol. 7(3), pages 47-58, 07-2021, https://doi.org/10.32861/ellr.73.47.58
dc.identifier.doihttps://doi.org/10.32861/ellr.73.47.58
dc.identifier.issn2413-8827; e-ISSN: 2412-1703
dc.identifier.urihttps://hdl.handle.net/20.500.14468/22299
dc.journal.issue3
dc.journal.titleEnglish Literature and Language Review
dc.journal.volume7
dc.language.isoen
dc.page.final58
dc.page.initial47
dc.publisherAcademic Research Publishing Group
dc.relation.centerFacultad de Filología
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/deed.es
dc.subject57 Lingüística
dc.subject.keywordsproject-based learningen
dc.subject.keywordsenglish acquisitionen
dc.subject.keywordsperceptionen
dc.subject.keywordslanguage proficiencyen
dc.subject.keywordscontent knowledgeen
dc.subject.keywordsteacher trainingen
dc.titleOn the Role Played by Project-Based Learning in Teacher Training Onlineen
dc.typejournal articleen
dc.typeartículoes
dspace.entity.typePublication
person.familyNameSánchez Calderón
person.familyNameEscobar Álvarez
person.givenNameSilvia
person.givenNameMª Ángeles
person.identifier.orcid0000-0002-1599-236X
person.identifier.orcid0000-0001-8650-0038
relation.isAuthorOfPublication41b89d21-83a4-4494-a274-d9ddebc05b30
relation.isAuthorOfPublication13145cef-a457-4ffa-ba20-dd9a8505ed99
relation.isAuthorOfPublication41b89d21-83a4-4494-a274-d9ddebc05b30
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relation.isAuthorOfPublication41b89d21-83a4-4494-a274-d9ddebc05b30
relation.isAuthorOfPublication13145cef-a457-4ffa-ba20-dd9a8505ed99
relation.isAuthorOfPublication.latestForDiscovery41b89d21-83a4-4494-a274-d9ddebc05b30
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