Integrating cooperative project-based learning in the EFL Classroom: A focus on Writing and group Social skills

Abstract

Over the last years, the Communicative Language Teaching (CLT) approach has brought about some changes in the area of foreign language (FL) teaching to enhance communicative-based teaching practices (Ansarey, 2012). Following Richards (2006), CLT considers communication as the core element of language learning in which students use the language communicatively in the classroom (Dhinakar, 2017). Against this backdrop, one of the most effective methodologies to enhance interaction is Cooperative Learning (CL) (Johnson and Johnson, 1991). According to Rué (1989), this methodology implies that learning occurs when students work together in order to achieve a common goal. However, one of the difficulties for some teachers is how to trigger collaboration (Jolliffe, 2007). In this light, research shows the potential of integrating the ProjectBased Learning (PBL) methodology as a way to promote interaction and engage students in the attainment of tasks cooperatively (Musa et al., 2011; Poonpon, 2017). The main objective of this master’s thesis is to present a pedagogical proposal based on the PBL, intended to foster writing and group social skills. Initially, the proposal was intended to be implemented, however, and due to the COVID-19 pandemic, this option was not feasible. Therefore, this master’s thesis is framed within Modality 6 and presents a didactic unit addressed to secondary education students.