Date of Award
Open Access Dissertation
The primary purpose of this action research study was to further examine the reluctance of intermediate language learners in speaking production in their second language. Additionally, with emerging strategies such as project-based learning, the study explored the efficacy of this strategy, specifically in terms of the students’ volition and motivation to produce the spoken language during classroom activities. The goal was to assist educators in discovering new social and constructivist techniques that could potentially foster student engagement and language acquisition, especially in regard to speaking competencies in the foreign language. Undoubtedly, action research was the appropriate method for the current study, as it positively contributes to the discovery of perceptions and can engage professionals in the study of quality teaching methods that contribute to student learning. This study examined the current literature, analyzed the benefits of project-based learning in the world language classroom, examined student perspectives of the process, as well as examined the level of engagement and students’ interactive speaking skills during the related activities. Based on key findings, recommendations were made to assist world language instructors in their attempts to further enhance the world language curriculum by implementing strategies that could potentially lead to further advancements in student engagement and language acquisition.
Tucker, S. T.(2020). The Effects of Project-Based Learning in the Intermediate World Language Classroom. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6173