This thesis documents the action research study done to investigate the perceived challenges and benefits of a project-based language learning (PBLL) approach in a high school Spanish classroom. The research involved four high school Spanish 3 classes taught by the same teacher. Two classes formed an experimental group and were taught one thematic unit using a PBLL approach, while the other two classes formed the control group and were taught by the same approach that had been used the rest of the year. Two of the objectives of the study were to see how the PBLL approach affected the achievement and writing performance of the experimental group and how the students liked it in comparison to the teaching approach that had been used in the other units during the school year. The third objective was to identify effective steps in setting up project-based language learning in a high school classroom and its possible obstacles. The results from this study found that a PBLL approach possibly affected achievement in grammar in vocabulary from the pre-test to the post-test, but that the writing performance was unaffected. In this thesis, steps to setting up a PBLL unit are documented as well as possible obstacles. The thesis concludes with suggestions for overcoming these obstacles and for further research and collaboration in setting up PBLL units.
College and Department
Humanities; Spanish and Portuguese
BYU ScholarsArchive Citation
Collier, Lisa D., "Using a Project-Based Language Learning Approach in the High School Spanish Classroom: Perceived Challenges and Benefits" (2017). Theses and Dissertations. 6542.
project-based learning, project-based language learning, achievement test, performance test