Innovation in Language Learning

A Project Based Learning (PBL) approach to teaching and learning has attracted the attention of a considerable number of researchers influenced by its reported positive effect on learners’ motivation, autonomy and engagement.  In Higher Education, the adoption of a PBL approach to teaching and learning is scarce, particularly in the domain of second language acquisition (SLA). This research investigates the perceptions of students at an Australian university on their learning environment when engaged in language learning tasks designed according to PBL principles, including online chats and digital story telling. The present case-study is concerned primarily with the effect that learners’ affective response to PBL tasks and the learning environment have on their identity and autonomy. It involved a class of intermediate-level Spanish-language learners engaged in PBL tasks across two semesters.  The analysis of the surveys and interview data suggests that university students experienced both challenges and gains during this learning experience. Specifically, participants’ views indicate that the PBL experience had a positive effect on their second language (L2) Possible Selves and on their ability to develop autonomy and self-confidence in producing linguistic output in the L2.

Keywords: Project based learning, second foreign languages, Spanish, new pedagogy;