Project-based learning and speech sub-skills for student motivation

Abstract

The objectives were, first, to explore the sub-skills of speaking that students practice through PBL. Second, to analyze students' and teachers' perceptions of its use to enhance motivation. Twenty-seven high school students participated in the study. To obtain data, students were surveyed and their final products were evaluated through a rubric to assess fluency, pronunciation, vocabulary, and grammar. The results indicated that the PBA helped students practice the sub-skills of speaking. Although the students said in the interviews that they improved fluency, the results of the artifact assessment did not show this sub-skill as the highest. In terms of students' motivation, they felt they were more engaged to work on projects.