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Hebron University College of Graduate Studies English Hebron University College of Graduate Studies English Department The Effectiveness of Project-Based Learning on Students Achievement and Motivation Towards English in an EFL Environment By: Riham Izzeldeen (Sahib Tamimi) Supervised by: Dr. Ahmad Al-Salamin This thesis is submitted in partial fulfillment of the requirements for the Degree of Master of Applied Linguistics and the Teaching of English Language, College of Graduate Studies, Hebron University, Palestine. April, 2017 Dedication To my beloved parents, who raised me to believe that anything is possible, to my dearest husband, who encouraged me to go on every adventure, especially this one, to my adorable daughter and sons, whose love gave me the strength to achieve my goal, to my amazing brother and sisters, who supported me until the completion of this research, and to my friends, colleagues, relatives and students, I dedicate this work. I Acknowledgments First and foremost, I would like to express my deepest expression of gratitude and appreciation to my supervisor, Dr. Ahmad Al-Salamin for his constant advice, critical comments and encouragement throughout the period of my research. This thesis would not have been completed without his support and guidance. Special thanks to my teachers at Hebron University who led me through the darkness with the light of hope and support. My sincere thanks go to my colleagues and the teachers who supported and assisted me throughout this thesis. There are no words to express the gratitude owed to my mother who helped out with my little son. Heartfelt thanks to my father, brother and sisters for their continual support. Last, but most important of all, my deepest and most intimate gratitude is reserved solely for my husband, Islam. Thanks for making everything possible, thanks for standing up for me and thanks for the sacrifices you made during this graduate program. II Table of Contents Dedication ……………………………………………………...………………..….. I Acknowledgement ……………………………….……………..…………..….…... II Table of Contents.........……………………….……………………………...…..III-V List of Tables …………………………………………………………...….……….VI Abstract …………..……………………………………………………..………... VII Abstract in Arabic …………………………………………...…………………...VIII Chapter One: Introduction. ….………………………………..……….…..…... 1 1.1 Introduction…………..…………………………………………….….….. 1 1.2 Statement of the Problem …………………………………………………. 4 1.3 Significance of the Study ……………………………………..…………… 5 1.4 Objectives of the Study………………………………………………..…... 5 1.5 Questions of the Study………………………………………………..….... 5 1.6 Hypotheses of the Study……………………………………………….….. 6 1.7 Limitations of the Study………………………………………………..…. 6 1.8 Definition of Key Terms…………………………………………………... 6 Chapter Two: Literature Review..………………………………………..……. 8 2.1 Introduction…………………………………………………………..…… 8 2.2 Theoretical Background..………………………………………..………… 8 2.2.1 Constructivist Approach…………………….…………………...….. 8 2.2.2 Case-Based Learning (CBL)………..………………………….……. 10 2.2.3 Discovery Learning………………………………………………….. 10 2.2.4 Inquiry Based Learning (IBL)………………………..……………… 10 III 2.2.5 Task Based Learning (TBL)…………………………..……………... 11 2.2.6 Problem Based Learning (PBL)……………………………………… 11 2.3 History of PBL…………………………………………………….………….. 12 2.4 Definitions of PBL…………..………………………………..………………. 14 2.5 Features of PBL: ……………………………………………………………... 15 2.6 Steps of Project-Based Learning……………………………………………… 18 2.7 Evaluation in PBL ………………………………………………………..…… 20 2.8 Types of Projects ……………………………………………………………… 22 2.9 Benefits of PBL in Language Learning …………..…………………………… 24 2.10 Challenges in Implementing PBL …………………………………….……… 26 2.11 Conclusion……………………………….………………………………….... 29 Chapter Three: Methodology……………………………………………………... 30 3.1 Introduction………………………………………………………………….. 30 3.2 Participants ……………………….…………………………………………. 31 3.3 Data Collection ………………………………………………………………. 32 3.3.1 Pre -Test ……………….……………………………………………. 32 3.3.2 Post-Test………………………………………………………..……. 34 3.3.2.1 Tests' Validity……………………………………………….. 35 3.3.2.2 Tests' Reliability……………………………………………… 35 3.3.2.3 Objectivity of the Tests' Results …………………………….. 35 3.3.3 Interviews…………………………….…………………..………….. 35 3.3.3.1 Teachers' Interview……………………………………….…. 36 3.3.3.2 Students' Interview ………………………………………..... 36 3.4 Procedures…………………………………………………………………… 37 3.5 Data Analysis………………………………………………………………… 41 IV 3.5.1 Statistical Analysis………………………………………………… 41 3.5.1 Content Analysis………………………………………..………… 41 3.6 Conclusion………………………………………………………………...… 42 Chapter Four: Results and Discussion………………………………….……….. 43 4.1. Introduction…………………………………………………………………. 43 4.2. Pre-Test Results ………………….…………………..…………………….. 43 4.3. Post-Test Results ……………………………………….…………………... 45 4.3.1. The Discussion of the Post-Test Results ……………………………. 49 4.4. The Interview Results………………………………………………………. 56 4.4.1. The Discussion of the Teachers' Interview Results …………………. 57 4.4.2 The Discussion of the Students' Interview Results …………………... 64 4.5. Conclusion………………………………………………………………….. 69 Chapter Five: Conclusion and Recommendations ….……………………………. 71 5.1 Conclusion ………………………………………………………………….. 71 5.2. Recommendations…………………………………………………..……….. 74 References ….……………………………………………………………………..… 76 Appendices ……………………………………………………………...…………… 87 Appendix A: Pre – Test First Section…….………………………………………….. 87 Appendix B: Pre – Test Second Section……………………………………….…….. 92 Appendix C: Post – Test First Section ………………………………………….……. 93 Appendix D: Post – Test Second Section…………………………………………….. 99 Appendix E: Reading Aloud Rubric……………………………………………..…… 101 Appendix F: Speaking Rubric ……………………………………………………….. 102 Appendix G: Writing Rubric……………………………………………...………….. 103 V Appendix H: Some of the Teachers' Responses to the Interview Questions…………. 104 Appendix I: A Sample of Students' Responses to the Interview Questions …………..117 Appendix J: Some Photos for the Students Projects …………………………………. 125 List of Tables Table 1 : The Sample's Distribution …………………………………………….….. 31 Table 2 : The Teachers' Distribution …………………………………………….…. 32 Table 3 : The Pre-Test Items and Marks Distribution ………………………….….. 33 Table 4 : The Post-Test Items and Marks Distribution ……………………………. 34 Table 5 : The Results of T-test for Pre-examination ………………………………. 44 Table 6 : The Pre-examination T-test Results for Each Skill ………………………. 45 Table 7 : The Results of T-test for Post-examination ……………………………… 46 Table 8 : The Results of T-test for the Writing Skill …………………………..…… 47 Table 9 : The Results of T-test for the Reading Skill …………………………..…... 47 Table 10 : The Results of T-test for Vocabulary ………………………………...…. 48 Table 11 : The Results of T-test for Language …………………………………...…. 48 Table 12 : The Results of T-test for the Listening Skill ………………………….…. 48 Table 13 : The Results of T-test for the Speaking Skill ………………………….…. 48 VI Abstract This study aims to detect the effects of Project-Based Learning (PBL) on students' academic achievement and motivation towards English in an English as a Foreign Language (EFL) environment. The Ministry of Education in Palestine has asked teachers to implement this new method of teaching and learning in their classrooms. Moreover, supervisors claim that PBL has the power to improve students' achievement, attitude, motivation, critical thinking, self-confidence, and active learning as students investigate real-world issues in a collaborative environment. This is a mixed research study utilizing both qualitative and quantitative instruments to collect the research data. Totally 69 students in two different classes in the ninth grade of Ibrahim Abu-Dabat Secondary Girls School participated in the study. In the quantitative phase, a pre-and post-test control group experimental design was used to find the effect of PBL on the students' achievement. In the qualitative phase, two semi-structured interviews were used to assess students' motivation towards English lessons and to investigate the challenges that teachers and students face while implementing PBL. Surprisingly, the results showed that there is no statistically significant difference between the achievement scores of the experimental group and the control group. However, the results indicated that the experimental group students outperformed the control group students in reading and writing skills. In addition, the interview results revealed that the use of PBL affects students' engagement in a positive way and improves their motivation towards learning English. Furthermore, few challenges were also reported to provide sufficient information about the difficulties that teachers and students may encounter while using PBL. The study concluded that PBL could be an effective means of teaching English as a foreign language. VII Abstract in Arabic يه ّخ ص ان ّذراطت حأثٛز ان ّخع ّهى بانًشارٚع عهٗ يظخٕٖ ان ّخحصٛم ٔ ان ّذافعٛت نذٖ ان ّطهبت فٙ انبﻻد غٛز ان ُّاطقت بان ّهغت اﻹَجهٛش ّٚت ٚع ّذ ان ّخ ع ّه ى عٍ طزٚق انًشارٚع طزٚقت جذٚذة ٔيبخكزة نه ّخ ع ّه ى ٔان ّخ عهٛى، ٔقذ أصذرث ٔسارة ان ّخ زبٛت ٔان ّخ عهٛى انفهظطّٛ ُٛ ت قزا ًرا بإنشاو انًعهًٍٛ جًٛعٓى حطبٛق ْذِ ان ُّ ظز ّٚ ت ان ّخ عهّٛ ًٛ ت انجذٚذة فٙ ان ّص فٕف انخٚ ٙذ ّر طَٕٓا، ٚٔشعى انًشزفٌٕ ان ّخ زبٕ ّٚ ٌٕ أٌ ان ّخ ع ّه ى عٍ طزٚق انًشارٚع ٚزفع انًظخٕٖ اﻷكادّٙ ًٚ نه ّط ّﻻ ،ب، ٚٔح ّظٍ دافع ّٛ خٓى حجاِ انعًه ّٛ ت ان ّخ عهًٛٛ ّت، كًا ٚع ّشس ان ّخ فكٛز ان ُّ اقذ، ٔان ّث قت بان ُّ فض، ٔان ّخ ع ّه ى انفاعم؛ عٍ طزٚق ديج ان ّط هبت فٙ يٕاقف ٔاقع ّٛ ت أقز،ب نهحقٛقت فٙ ج ّٕ حعأَ ّٙ ضًٍ يجًٕعاث؛ نذنك ْذفج ْذِ ان ّذ راطت إنٗ قٛاص حأثٛز ان ّخ ع ّه ى بانًشارٚع عهٗ انًظخٕٖ اﻷكادّٙ ًٚ نه ّط هبت، ٔيذٖ دافع ّٛ خٓى نخع ّه ى ان ّه غت اﻹَجهٛش ّٚ ت فٙ انبﻻد غٛز
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