USING ICT TO PROMOTE FOREIGN LANGUAGE LEARNING IN PRIMARY EDUCATION FROM A PROJECT-BASED-LEARNING APPROACH

Abstract

During the last few decades, our life prospects have been steadily changing due to several factors such as globalization and technology. Indeed, in the educational context attention has been devoted not only to include the ways of life of the students inside the classroom but also to promote critical thinking, communication, collaboration and creativity which are considered the 4Cs to educate 21st century young citizens (García, 2017). Thus, Information and Communication Technologies (hereinafter ICT) and Project-Based Learning (henceforth PBL) have taken an important role in this new educational context. The term ICT refers in general terms to “computing devices such as desktop computers, laptops, handheld computers, software, or Internet in K-12 schools for instructional purposes” (Hew & Brush, 2007: 225). Likewise, it understands technology as an instrument to enhance students´ learning (Judson, 2006). Several scholars have lent support to the use of this tool in the educational context since it promotes students´ awareness on how to communicate appropriately; it helps learners to select and use the information to solve academic and daily problems making them autonomous, innovative and ready to adapt themselves to each particular situation; and it makes learning closer to the students, who are considered digital natives and who are approaching their lives differently due to technology (Azmi, 2017; Dumitrean, 2018; Hans, 2017; Morris, 2011; Prensky, 2004). In this context, the potential and power of PBL methodology to transform the ways of teaching, learning and reflecting should be accepted. Communication, negotiation and collaboration are some of the 21st century skills that are nurtured by PBL (Martín, 2018). In fact, learners who share responsibility and common inquiries work cooperatively to reach a common goal, fostering motivating learning (Bell, 2010). As it has been previously highlighted, the growth of globalisation in the last century has motivated the teaching of second languages to children; in particular English has become of central focus. Its relevance is due to the fact that English has been spread worldwide since it is considered the language of globalisation, of commerce and trade and even of international communication (Deda, 2013). As a result, the implementation of English as a foreign language (hereafter EFL) has occurred in several countries around the globe (Prnjat & Marković, 2014) [...]