The Impact of Project Based Instruction on English Language Achievements: The mediating role of ‘Motivation and Group work’ for Language Teaching Research.

Abstract

Although researchers have found project based learning (PBL) as a strategy with strong significant effect on academic achievements in English among second language learners, less is highlighted about how motivation and group work impact the facilitation of this pedagogic method amidst the challenges of its implementation in current classrooms. Previous works lacked empirical evidence for the mediating role of motivation and group work in the relationship.  This study examined the pathways through which second language (L2) learning skills and life skills were improved through PBL via the mediators. One hundred first year students of Michael Okpara University of Agriculture, Nigeria were subjected to various authentic problem-solving, critical thinking and life skills through the mediators. Data were generated through the instrument of direct projects and report writing on learners’ perception of working in groups and their motivation to achieve academic projects.  The projects were scored using the scales of originality of projects, aesthetic value, and the surface assessment of durability of projects. Results showed no record of low performance of learners with PBL.  Content analysis of learners’ perception on PBL, analysed in simple percentages revealed that the effects of motivation and group work were direct on L2 achievements and eliminate anxiety, group dynamics issues, time wastage and irregularity learning associated with PBL implementation. The results suggest that project based instruction impacts L2 achievements when students are motivated and are engaged with language activities through group/ team work.