Integrating Project-Based Learning, Task-Based Language Teaching Approach and YouTube in the ESP Class: A Study on Students' Motivation

Autor/in	Rodríguez-Peñarroja, Manuel
Titel	Integrating Project-Based Learning, Task-Based Language Teaching Approach and YouTube in the ESP Class: A Study on Students' Motivation
Quelle	In: Teaching English with Technology, 22 (2022) 1, S.62-81 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1642-1027
Schlagwörter	Active Learning; Student Projects; Task Analysis; English for Special Purposes; Second Language Instruction; Video Technology; Computer Uses in Education; Student Motivation; Academic Achievement; College Freshmen; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Aufgabenanalyse; Fremdsprachenunterricht; Computernutzung; Schulische Motivation; Schulleistung; Studienanfänger; Ausland; Spanien
Abstract	ESP courses have been considered as crucial for the academic training of future professionals in different areas of knowledge. Their broad spectrum mainly includes the mastery of a foreign language, the learning of specific terminology, and the development of skills related to students' career needs. Recent research has examined the implementation of the task-based language teaching approach, the design and accomplishment of projects, and the use of technology for the enhancement of digital competence. Nevertheless, few studies have addressed the combination of these three key elements in the ESP class and its effects on students' motivation. This study examines the effects of merging of project-based learning sequenced into different communicative tasks on ESP students' motivation. A research project was designed and structured in communicative tasks integrating the use of YouTube as a source of multimodal input. To measure motivation, an adaptation of the intrinsic motivation questionnaire was administered to students. Results reveal high mean scores in the motivation subscales studied along with positive correlations between motivation and participants' academic performance. These findings may contribute to the body of research that appraises the value of merging different teaching methodologies and approaches for the teaching and learning of ESP disciplines. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01