The impact of interdisciplinary Project Based Learning on young learners’ speaking results

Porta Linguarum 39, January 2023 129-145 129 The impact of interdisciplinary Project Based Learning on young learners’ speaking results EnEko CabaniLLas HiLario ORCID no: 0000-0002-9517-1691 Department of Education of the Basque Country (Spain) Received: 6 December 2021 / Accepted: 4 January 2023 DOI: https://doi.org/10.30827/portalin.vi39.22864 ISSN paper edition: 1697-7467, ISSN digital edition: 2695-8244 ABSTRACT: The aim of this research study is to analyse the impact of interdisciplinary Project Based Learning (PBL) for English as a Foreign Language (EFL) teaching on speaking skill results. A quasi-experimental design was selected to that effect, with a control group (24 participants) and an experimental one (22 participants) from the 5th grade of Primary Education, in the bilingual region of The Basque Country (Spain). The intervention for the control group was founded on a traditional method, whereas the experimental one was developed through interdisciplinary projects. Furthermore, the effect of the method on students’ motivation was measured as well. There was no initial difference between the groups, but there was a statistically significant difference, associated with the instruction method, in the experimental groups’ post-test speaking results. Moreover, data showed a significant difference in motivation in favour of the control group. Notwithstanding, the variance of the groups for the results in motivation were different. The findings revealed that the effect of the interdisciplinary PBL to EFL teaching was greater on the speaking results. Nevertheless, the difference in motivation could not be directly attributed to the training method. Key words: Project Based Learning, oral expression, EFL, interdisciplinary, motivation. El efecto del Aprendizaje Basado en Proyectos interdisciplinares en la expresión oral de aprendices jóvenes RESUMEN: El objetivo de esta investigación es analizar el efecto del Aprendizaje Basado en Proyectos (ABP) interdisciplinares para la enseñanza del inglés como lengua extranjera en los resultados de la expresión oral. Se seleccionó un diseño cuasi-experimental, con un grupo control (24 participantes) y un experimental (22 participantes) en 5º curso de Educación Primaria en la región bilingüe del País Vasco (España). La instrucción para el grupo control se cimentó en un método tradicional, mientras que para el experimental en proyectos interdisciplinares. Asimismo, se midió el efecto del método en la motivación de los estudiantes. No se observaron diferencias iniciales entre los grupos, pero existió diferencia estadísticamente significativa, atribuida al método de enseñanza, en los resultados del post-test de expresión oral en el grupo experimental. Además, los datos mostraron diferencia significativa en la motivación a favor del grupo control. Sin embargo, las varianzas de los grupos fueron distintas. Los resultados revelan que el efecto del ABP interdisciplinares para la enseñanza del inglés como lengua extranjera fue mayor en los resultados de la expresión oral. Aun así, la diferencia de motivación entre grupos no se pudo atribuir a la metodología de intervención. Palabras clave: Aprendizaje Basado en Proyectos, expresión oral, Inglés como Lengua Extranjera, interdisciplinar, motivación. 130 Porta Linguarum Nº 39, January 2023 1. INTRodUCTIoN Globalisation is commonly understood, nowadays, as a complex process of economic, political, social, technological and cultural interdependence between different nations (Coppelli Ortiz, 2018). In this regard, this process entails necessary communication among different nations, which, in turn, implies the use of a lingua franca, such as English, as this occupies an important place for international transactions. Apart from that, The Basque Autonomous Community, where this research takes place, is one of the three other bilingual regions in Spain, since both Basque and Spanish are officially used in society, administration and schools, both as languages of instruction and as subjects. In this context, the current Basque educational law Heziberri 2020 (Departamento de Educación, Política Lingüística y Cultura del Gobierno Vasco [DEPLCGV], 2015), being an adaptation of the national legislation, establishes the compulsory nature of being competent in, at least, one foreign language (FL), which is English in 99% of the schools in this region (Aliaga, 2010). Regarding the results in linguistic communication in English, the Basque Government carried out the research study, Marco de Educación Trilingüe (MET), which may be translated as Framework of Trilingual Education, (DEPLCGV, 2014). The working group estimated that for 6th grade of Primary Education (PE) the reference level of the Common European Framework of References for Languages (CEFR) should be A2. Notwithstanding, only 13% of the control group, who received the minimum weekly hours established by law, and 34% of the experimental group, who received 20% of their weekly timetable in English, achieved A2 or higher level. Generally, in Spain, English is introduced in kindergarten, aged 3-5, in 81.9% of the schools and taught to 98.5% of the pupils in Primary Education (Ministerio de Educación y Formación Profesional, 2016). Nonetheless, the European Commission (2019) showed that only 54.3% of the Spanish population in 2016, aged 25-64, knew one or more foreign languages. With the aim of overcoming the aforementioned results on the prevailing social need for interaction and the current educational legislation, language educators continually reflect on the best innovative method for FL teaching. In this regard, Jabeen (2014) recognises that any change in previous customs and trends generates reactions of all kinds. Hence, it is essential to learn about students’ attitudes and motivation regarding any potential methodological change, in order to consider it as an actual possibility for implementation at any given school. Regarding methodology, Condliffe (2017) points out that the latest education reforms seem to be emphasising deeper learning and other 21st century competencies for success. In fact, these may be summarised as critical thinking, communication, team building, problem solving, creativity and collaboration, which constitute the need for the development of interdisciplinary competencies (Brassler & Dettmers, 2017). This new perspective aligns with the objectives of Project Based Learning (PBL). Despite this focus, more rigorous evidence is needed to confirm the efficacy of this method, especially in literacy classes, as, thus far, it is more limited than in other subjects (Condiliffe, 2017). Consequently, the objective of this study is to analyse how interdisciplinary PBL methodology affects young students’ English speaking results and their motivation. EnEko Cabanillas Hilario The impact of interdisciplinary Project Based Learning... 131 2. STATE of ThE ART ANd ThEoRETICAl fRAMEwoRk 2.1. Previous Studies In the review of literature, regarding the connection between the use of PBL and the EFL results in students’ speaking skills, Condliffe (2017) carried out a review of studies that suggested that PBL positively affects students’ outcome by providing them with more speaking time in English. Furthermore, Dewi (2016) defends that not only does PBL improve students’ speaking results, but it also motivates and allows them to become more confident in speaking English. As far as the focus of this research study is concerned, Ya-Ting, YiChien and Hsiu-Ting (2020) recommend the implementation of interdisciplinary projects in order to help students improve their English speaking skills and creativity. According to Sanz and Sánchez (2021), PBL contributes to an improvement in the communicative and interactive skills, specifically in the listening and speaking competences, as well as in their intrinsic motivation, creativity and autonomy. In fact, Sanz and Sánchez (2021) consider PBL as one of the effective hands-on methods that are closely related to the Communicative Approach (CA) or Communicative Language Teaching (CLT). Furthermore, according to Armentero Reboredo (2021), a CA comprises current trends and methodologies regarding foreign language didactics, PBL being one of those. This author defends the interdisciplinary principles of PBL, as well as the presence of real contexts in the learning process. Additionally, the researcher encourages the utilisation of ICT, due to the active and motivational learning conditions it provides. Zardini and Bernabé (2013) found that a CA is more effective, under specific conditions, in improving interactive skills and promotes student motivation towards learning. Alternatively, they indicated that the method focused on the teaching of grammar lacks real exposure to the language. In this regard, Agbatogun (2014) compared an EFL teaching method based on a CA with a method founded on traditional lectures. Based upon the conclusions, the variable that made the greatest contribution to the development of the communicative competence was oral expression. Regarding specific practices that this approach encompasses, Zhu (2012) concluded that the use of games in the learning process is effective in improving students’ interaction skills, motivation and interest. The author explained that through CLT students are actively involved in the learning process, and games, evidently, promote this state. Concerning innovative methodologies, Jabeen (2014) states that changes, such as methodological ones, provoke different reactions in human beings. Thus, while some are uncomfortable with large new changes, others adopt distinct positions: indifference, acceptance or intermediate paths. Overall, studies show the positive effect of PBL on student motivation and their collaborative skills (Shin, 2018). Moreover, Almulla (2020) states that it enhances student engagement by facilitating knowledge and information sharing and discussion. Nevertheless, Aldabbus (2018) explains that PBL may be challenging for some students, since they lack the essential abilities for cooperative work and impose their ideas on others, which, in turn, reduces the motivation of the latter. With regards to interdisciplinarity, Brassler and Dettmers (2017) noted that the number of empirical studies is limited, which, consequently, involves the lack of specific interdisciplinary education models. Nonetheless, they consider that Problem and Project Based Learning are both great approaches to foster pupils’ interdisciplinary competences. 132 Porta Linguarum Nº 39, January 2023 As stated before, Condliffe (2017) argues that more rigorous studies should be developed in order to confirm the efficacy of PBL method, since it did not have an impact on students’ literacy results nor their engagement (Menzie et al.,2016). This disparity, in terms of methodological efficacy and motivation, is the key to the development of this study. 2.2. Theoretical Framework Concerning the teaching methodologies compared in the present study, firstly, the traditional method focuses on the deductive analysis of grammatical, phonological lexical, morphological and syntactic units and their memorisation, that is, mainly on grammar instruction (Bilbatua, 2010). Regarding PBL, Laverick (2018) highlights that, considering it integrates all language skills, it perfectly aligns with the CA. Following Littlewood (1981), the CA is a methodological approach that focuses on real, authentic, spontaneous and functional use of the language. Additionally, the active role of students is understood as one of the foundations of the method, as well as these others: the facilitating role of the teacher to promote motivating and meaningful situations, and the non-segmented nature of language teaching. In line with this, Condliffe (2017) highlights students’ ability and necessity for taking ownership of their work in PBL, which, in turn, is developed by scaffolding knowledge. This method is driven by initial motivating questions, which students feel the need to inquire into, towards the completion of a final project. It is also worth noting other relevant principles such as collaboration, engagement and student choice. In this regard, a recent meta-analysis about PBL pinpoints the key principles of this method, whose impact is related to the improvement of results in science, reading, collaborative and reflective skills, as well as the betterment of language proficiency for English learners (Baines et al., 2021). Among the most relevant principles, these stand out: purposeful and authentic learning process, driven by interdisciplinarity and the integration of contents, meaningful relationships, and evidence-based teaching and assessment practices. Concerning an interdisciplinary learning context, students need to learn to solve distinct interdisciplinary problems by making connections, synthesising, integrating knowledge from different disciplinary perspectives and reconsidering one’s thinking. Based on the aforementioned principles, this study was developed through interdisciplinary PBL in English, as a subject, and Natural Science. The experimental unit was initiated by pupils’ motivating questions, through the utilisation of one Visible Thinking Routine (Ritchhart, Church & Morrison, 2011). These routines contribute to the management of students’ thinking, reflection and reasoning, as well as promoting creativity, questioning and planning. Throughout the unit, students inquired into and discussed different scientific and literary aspects of the curriculum towards the development of the final project, since Vergara (2015) advocates learning based on experimentation, inquiry and language games as tools that foster autonomy, communication and engagement. Moreover, Cassany (2006) attaches importance to working on discursive genres based on different types of texts. Likewise, Cooperative Learning bases were applied, among which positive interdependence, simultaneous interaction, individual responsibility, social skills and groups’ self-evaluation stood out (Pujolàs & Lago, 2011). Furthermore, Engh (2013) defends that music helps students succeed in the acquisition of the FL. Finally, the use of rubrics for co-evaluation, EnEko Cabanillas Hilario The impact of interdisciplinary Project Based Learning... 133 selfevaluation and hetero-evaluation meet the expectation for employing evidence-based assessment strategies and tools (Vergara, 2015). According to Pintrich and De Groot (1990), student motivation, which lies in subjectivity (Vanslambrouck et al, 2017), consists of three components of self-regulated learning: expectancy, value and affectivity. The latter represents their emotional reactions to a given task and, for the purpose of this study, affectivity was considered for the definition of motivation. 2.3. Factors related to English language competence Next, the following data compiles the most important and influential factors in the success of the English oral competence. This information allows for the control for the confounding variables. Following the conclusions drawn by MET (DEPLCGV, 2014), participation in extracurricular English lessons has a high impact on the results of linguistic competence. The same study confirms that these other factors correlate with those language results as well: time of teaching and exposure to language, the sex of the participants and their attitude towards the target language. Grounded in the main concepts pointed out by the European Commission (2012), exposure to language through digital media positively correlates to better oral results. Likewise, Tugrul (2012) corroborates the existence of a high relationship between reading in the target language and speaking. Furthermore, the European Commission (2012) mentions the importance of a family’s FL level and the opportunities to use it for the development of oral skills at an early age. In this way, results in understanding are improved, which, in turn, implies enhancement of the rest of the competences. Finally, Bozorgian (2012), discovered that the higher listening results are, the better speaking results will be. 3. METhodology 3.1. Research questions The questions for this study are as follows: RQ1: Does the intervention with an interdisciplinary PBL methodology have a greater effect on the results in the English oral expression test compared to the group with a traditional methodology? RQ2: Does this method have a greater effect on the results in terms of the motivation scale? 3.2. Research design This research has a quasi-experimental design, due to the manipulation of the independent variable and control for confounding variables, but it was not regulated by random formation of groups (León & Montero, 2003). Hence, these were previously established and corresponded to each of the classes: 5th grade A being the control group and 5th B the experimental one. 134 Porta Linguarum Nº 39, January 2023 Thus, the latter received interdisciplinary instruction in the English language and natural science through the PBL method for FL teaching. Meanwhile, the former received training in both subjects separately and rooted in a traditional and structural method for language teaching. This intervention period lasted 6 weeks. Founded on the aforementioned studies, these were the variables for the current research: initial oral expression (named SpeakInitial); final oral expression (SpeakFinal); difference between initial and final oral expression due to the effect of the instruction (InstructionEffect); students’ motivation (Motivation); initial listening skills (ListeningInitial); students’ sex (Sex); research group (Group), randomly assigned, 1 was control and 2 was experimental; weekly time devoted to English extracurricular lessons (Extracurricular); weekly time devoted to reading in English (EnglishReading); weekly time devoted to watching TV in English (TV); family’s knowledge of English (EnglishFamily) and use of English with family members and/or friends (UseContext). 3.3. Research and participant context The research was carried out at an urban school in Bilbao, specifically, in the two classes of 5th grade of Primary Education. For the sample, the criterion N = n was followed, since the instruction was conducted with both whole groups. In a population of 52 pupils, the initial descriptive analysis made it possible to control the presence of errors in the data entry phase. Therefore, the sample for the research was 46 students (n = 46), specifically, nc = 24 (control), ne = 22 (experimental). In this Spanish region, the aforementioned linguistic reality has led to a different time distribution in language teaching. As a matter of fact, at this school, English is taught as a FL and utilised as the language of instruction 26% of the teaching time in PE, while in Kindergarten 33% of it. With regards to ethical procedures, after having obtained the consent from the school, roster numbers were used in order to respect students’ anonymity. Likewise, once the intervention was completed, both groups received instruction by using the experimental methodology. 3.4. Instruments On the one hand, an ad hoc rubric was created and employed for the measurement of oral expression. Regarding the theoretical validation of this instrument, Pomposo (2016) classifies this tool into 2 categories: holistic and analytical. The former assesses oral production globally without internal separations of linguistic aspects. The latter differentiates features of oral performance and judges them individually. Hughes (2002) proposes to employ subcategories in order to carry out a global assessment to avoid a diversion of attention from general communicative competence. Thus, a variety of items were selected so as to develop a precise and adjusted scale and, simultaneously, these were combined into broader categories. Hence, 12 items were classified into 4 dimensions. The first of the latter was fluency, which, according to the Council of Europe (2020), is part of the evaluation criteria in oral assessment scales, such as the CEFR. As a second category, syntax is considered a fundamental linguistic area for the appraisal of oral and written discourses (Granadillo, 2015). Moreover, the author states that semantic elements are valuable variables for the assessment EnEko Cabanillas Hilario The impact of interdisciplinary Project Based Learning... 135 of oral production. Similarly, Cassany (2006) argues that one of the most characteristic features of discursive genres and textual typology is their organisation in form. Consequently, a 12-item rubric was elaborated, with a descriptive and quantitative score system from 1 to 4 points per item. Pupils were given a six-strip comic, out of which four were drawn but silent, and two were empty. After 10 minutes of developing a small outline, they had to finish, tell and orally record their stories. Regarding the reliability of the instrument, it was concluded that, since the 12 items of the instrument do not measure the same dimension and are not highly correlated with each other, this rubric does not allow the calculation of their internal consistency, despite serving to measure the construct. In addition, the Delphi technique was used in the Expert Judgement process (Pérez Juste, 2006), in order to corroborate the validity of the instrument, for which the contributions and conclusions of 9 experts, selected according to the Expert Competence Coefficient (Zartha et al., 2014), were collected in successive stages. Motivation, on the other hand, was measured by using an ad hoc motivation scale, Likert 5, which consisted of 12 items. Pintrich and De Groot (1990) broke down the components of motivation, out of which the affective reactions are valued for the present study. With the aim of verifying the validity of the construct, an exploratory factor analysis was carried out and the selected dimension, which is directly related to students’ motivation, explains 36.74% of the variance. Its reliability, measured by Cronbach’s Alpha, is 0.905. Furthermore, data about students’ initial listening skills were collected by means of an objective multiple-choice test, which consisted of 8 questions, both for the pre-test and post-test, with one correct answer from a set of 4 options. In order to take this test, each student was given a 4-strip silent comic, they listened to it twice and had to answer the 8 questions. Each item had an equal weight of 1 point. Moreover, additional information, concerning factors related to English language competence, was collected by means of a previous questionnaire administered to the pupils: sex, English extracurricular lessons (years received were counted), amount of television watched in English (days per week were considered), reading time in English (days per week were considered), parents’ knowledge of English (yes-no question), and use of English with parents and/or family (yes-no). 3.5. Data analysis procedure In relation to data collection, the research consists of three phases: pre-test, instruction and post-test. Oral comprehension and expression were measured before and after the teaching. Information on pupils’ motivation was gathered at the end and data on strange variables were collected before the intervention. Regarding data analysis, first of all, an initial control for independent variables was developed. Despite the fact that this research was not adapted to strict conditions of randomisation of groups, variables were controlled to assure the absence of differences between these in relation to possible affecting factors, which were specified in the section called “Factors related to English language competence”. Firstly, students’ time of exposure to English teaching was neutralised by the fact that all pupils had attended the same school for their entire schooling time. Additionally, their attitude towards the language was controlled, based on the positive conclusions drawn from a previous survey carried out by the 136 Porta Linguarum Nº 39, January 2023 Language Project Commission of the school. In order to reduce the effect of the independent variables that may have an impact on the results of the oral expression, contrasts of means between the groups were calculated. Furthermore, the Chi Squared test was also utilised to work out the association of qualitative variables, in order to corroborate their distribution in each group. Lastly, after the relational analysis, variables that did not lead to any difference between groups were discarded. After that, a descriptive analysis was executed. Hence, basic statistics were analysed in order to determine if the collected data were valid and contributed to visualising the characteristics of the variables. Apart from that, contingency tables were studied to corroborate the difference, anticipated by the Chi Squared test, in the distribution of the categorical variables in relation to the experimental and control groups. Next, a relational study was conducted. Spearman’s rank correlation coefficient was applied, due to a predominance of a non-normal distribution of most variables. Likewise, Levene’s test was run, prior to performing the one-way ANOVA, to observe the equality of means between the categorical variable, Groups, and the dependent variable, oral expression. Finally, a multivariate analysis was performed, initially, by analysing the covariance by means of the ANCOVA test and, therefore, seeking to reduce the experimental error to benefit the precision of the experiment. As previously pointed out, the elimination of the existing variability in the dependent variable was pursued in order to be able to better estimate the effect of the independent variables. Finally, with a confirmatory nature, a multiple analysis of covariance was run, through the MANCOVA test. 4. RESUlTS To begin with, the significance level (p) was established at 0.05. By means of the initial analysis of contrast of means, through Student’s T and Mann Whitney U, and of the association of variables, by using the Chi Squared test, it is concluded that there is homogeneity between the groups in all variables except in the variables ListenInitial, with statistically significant differences between the groups and non-normal distribution, U=174.000, p<.05, and EnglishReading, with statistically significant differences between the groups and non-normal distribution, U=147.000, p<.05 . Therefore, the rest of the quantitative and qualitative variables did not have an effect on the results of oral expression. EnEko Cabanillas Hilario The impact of interdisciplinary Project Based Learning... 137 4.1. Descriptive Analysis The study of descriptive results gives us an idea of the shape of the collected data (Table 1): mean (M) and standard deviation (SD). Table 1. Descriptive statistics of the research variables ControL grouP ExPErimEntaL grouP M SD M SD SpeakInitial 29.42 7.99 25.55 4.84 SpeakFinal 30.63 7.46 30.18 5.81 English Reading 3.46 1.14 2.41 1.40 Motivation 35.08 3.94 24.55 8.05 ListenInitial 6.42 1.67 5.59 1.33 InstructionEffect 1.21 4.22 4.64 4.17 4.2. Correlational Study Considering that the sample does not have a normal distribution for all the quantitative variables, the Spearman correlation coefficient was used to carry out the relational analysis. Table 2. Spearman correlation: 1.InstructionEffect, 2.Motivation, 3.EnglishReading, 4.ListenInitial, 5.SpeakInitial, 6.SpeakFinal. 123456 1. InstructionEffect 1 2. Motivation -.247 1 3. EnglishReading -.036 .502** 1 4. ListenInitial .008 -.067 -.005 1 5. SpeakInitial -.396** .215 .178 .488** 1 6. 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