Analysis of the project-based learning approach as a factor that fosters motivation in the english learning process of 5th EGB students

Abstract

The educational system in Ecuador has undergone significant changes, especially since the 2016 updates to the English as a Foreign Language (EFL) programs. Despite these changes, many educators still rely on traditional methods that may diminish student motivation. This study investigates the impact of Project-Based Learning (PBL) on student motivation in learning English. A qualitative approach with a case study design was used, employing both manual analysis and MAXQDA software for a detailed interpretation of data gathered from interviews, focus groups, and observations with 23 5th-grade students and their English teacher. The findings revealed a significant increase in motivation, with students showing higher levels of engagement and participation. PBL also fostered a collaborative environment that enriched the learning process, integrating various subjects and methodologies, including Quichua. Both the teacher and students highlighted the positive impact of PBL compared to traditional methods. Implementing PBL has proven to be an effective strategy for enhancing motivation and educational outcomes by creating an active and participatory learning environment.