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ERIC Number: ED531899
Record Type: Non-Journal
Publication Date: 2009
Pages: 231
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1095-8424-0
Project-Based Learning (PBL) in Adult English as a Second Language (ESL) Programs: Students' Perspectives
Tims, Nereida Rodrigues
ProQuest LLC, Ph.D. Dissertation, New Mexico State University
This study focus on Project-Based Learning (PBL) as an instructional approach that, among other important features, promotes hands-on meaningful learning for adult ESL learners and permits them to connect what they learn in the classroom to real life, along with opportunities to develop the four language skills in an integrated and contextualized way. The purpose of this study was to understand the adult ESL students' perceptions regarding PBL and its contribution to their learning of English as a Second Language through their own experiences. Since it sought to report the experiences of students who had actually participated in PBL classes, in-depth phenomenological interviewing, a qualitative approach, was chosen as the method that best allowed me to have access to this understanding. Results indicated that PBL may help ESL adult students improve, learn, and/or practice English because it promotes hands-on learning as well as the possibility of integrating the four language skills. However, the students' learning needs should determine the type, length, and focus of the project activity, as well as the degree of active teacher involvement. Recommendations for further research are offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A