| dc.description.abstract | Project Based Learning (PBL) has been enhanced in education over the last decades. Including
STEM (Science, Technology, Engineering, and Mathematics) among other cross-curricular
lessons, PBL is being promoted as a way of learning by doing, something which is not new to
educators. Nevertheless, when it comes to PBL in cross-curricular lessons in which English as
a Foreign Language (EFL) is involved, it is a fairly unexplored field. The present exploratory
study focuses on the perceptions that EFL and non-EFL teachers have regarding the
implementation, challenges, and improvements of cross-curricular PBL lessons involving the
English language in a non-bilingual school. Data was obtained by means of two qualitative
research instruments: narrative frames, which were responded by 18 participants, and semi structured interviews with a selection of 8 of the previous 18 participants. The results of the
study revealed that teachers understand PBL as a methodology that enriches the learning
process as well as motivates their teaching practices. They also see some limitations when it
comes to EFL in cross-curricular PBL lessons, but most importantly, they suggest that teachers
need time to reflect on their pedagogical practices | |
