Research Article

English for specific purposes in Spain: Project based learning classroom proposal in vocational education

Manuel Macías 1 2 *
More Detail
1 Universidad Autónoma de Madrid, Madrid, SPAIN2 Universidad Isabel I, Burgos, SPAIN* Corresponding Author
International Journal of Professional Development, Learners and Learning, 5(1), January 2023, ep2305, https://doi.org/10.30935/ijpdll/13006
Published: 26 February 2023
OPEN ACCESS   1206 Views   726 Downloads
Download Full Text (PDF)

ABSTRACT

Society is constantly changing, and education should change at the same time. However, innovation in education is slower than changes in society. Active methodologies are of interest because they are one of the alternatives to linear, traditional and uniform methodologies that encourage reflection, motivation and creativity among other elements. In addition, they cater for different educational settings and the diversity found within the classroom. It is an interesting approach that is a far cry from traditional education in language teaching. The main objective of this paper is to explore whether project-based learning (hereinafter PBL) is a good practice for young vocational students. The problem to be addressed here by this methodology is the lack of motivation and involvement of vocational students in the subject of English–or English for specific purposes. To address this matter, we proposed a seven-session class design following the PBL methodology. This class proposal is designed following criteria that meet the current legislation and normative in Spain (LOMCE and LOMLOE laws) and criteria that meet the standards of European vocational formation and English for specific purposes (addressing the CERFL). Analyzing the results obtained, we can state that PBL seems to be an effective methodology with significant results especially in the field of teaching and learning ESL and EFL vocabulary.
Keywords: business English, English for specific purposes, second language learning and acquisition, project based learning

CITATION (APA)

Macías, M. (2023). English for specific purposes in Spain: Project based learning classroom proposal in vocational education. International Journal of Professional Development, Learners and Learning, 5(1), ep2305. https://doi.org/10.30935/ijpdll/13006

REFERENCES

  1. Bahrani, T., & Sim, T. S. (2013). Authentic language input for language learning in EFL/ESL contexts. The International Journal of Language Learning and Applied Linguistics World, 3(2), 67-72. https://umexpert.um.edu.my/file/publication/00004628_97506.pdf
  2. Baldussi, C. R., & Di Fonzo, M. V. (2002). Encuesta a graduados universitarios como instrumento de evaluación institucional [Survey of university graduates as an instrument of institutional evaluation]. Invenio, 5(8), 25-44. https://www.redalyc.org/pdf/877/87750803.pdf
  3. Barrows, H. S. (2000). Problem based learning applied to medical education. Southern Illinois University Press.
  4. Barrows, H. S., & Kelson, A. C. (1995). Problem-based learning in secondary education and the problem-based learning institute (monograph). Problem-Based Learning Institute.
  5. Bello Muñoz, M. T., & Carabantes de las Heras, I. (2017). Una formación profesional básica que ni es básica ni es professional [A basic vocational training that is neither basic nor professional]. Fórum Aragón [Aragon Forum], 15, 68-70.
  6. Borge, R., García, J., Oliver, R., & Salomón, L. (2005). Competencias y diseño de la evaluación continua y final en el espacio Europeo de educación superior [Competences and design of continuous and final assessment in the European higher education area]. Dirección General de Universidades [General Directorate of Universities].
  7. Botella Nicolás, A. M., & Ramos Ramos, P. (2020). La relación con los demás y la motivación en un aprendizaje basado en proyectos [The relationship with others and motivation in project-based learning]. Estudios Pedagógicos (Valdivia) [Pedagogical Studies (Valdivia)], 46(1), 145-160. https://doi.org/10.4067/S0718-07052020000100145
  8. Bransford, J. D., Vye, N., Kinzer, C., & Risko, V. (1990). Teaching thinking and content knowledge: Toward an integrated approach. Dimensions of Thinking and Cognitive Instruction, 1, 381-413.
  9. Decreto 92/2012. (n. d.). Decreto 92/2012, de 30 de agosto, del Consejo de Gobierno, por el que se establece para la Comunidad de Madrid el plan de estudios del ciclo formativo de grado superior correspondiente al título de Técnico Superior en Administración y Finanzas [Decree 92/2012, of August 30, of the Governing Council, which establishes for the Community of Madrid the study plan of the higher level training cycle corresponding to the title of Higher Technician in Administration and Finance]. BOCM. http://www.madrid.org/wleg_pub/secure/normativas/contenidoNormativa.jsf
  10. Fernández Rivas, S., & Saiz Sánchez, C. (2017). Influencia de la metodología del aprendizaje basado en problemas (ABP) en la motivación de logro y rendimiento [Influence of the problem-based learning (ABP) methodology on achievement and performance motivation]. Vicerrectorado y Convergencia Europea [Vice President and European Convergence]. https://gredos.usal.es/bitstream/handle/10366/135391/MID_16_072.pdf?sequen
  11. Ferrari, M., & Mahalingam, R. (1998). Personal cognitive development and its implications for teaching and learning. Educational Psychologist, 33(1), 35-44. https://doi.org/10.1207/s15326985ep3301_3
  12. Galeana, L. (2006). Aprendizaje basado en proyectos [Project based learning]. Revista Ceupromed [Ceupromed Magazine], 1(27), 1-17. https://repositorio.uesiglo21.edu.ar/handle/ues21/12835
  13. Hammond, M. (2013). Problem-based learning in the engineering curriculum-Is it suitable for first year undergraduates? Inspiring Academic Practice, 1(1).
  14. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
  15. Jover, G., & Ruiz, M. (2013). El código deontológico de la profesión docente: Evolución y posibilidades [The deontological code of the teaching profession: Evolution and possibilities]. Edetania: Estudios y Propuestas Socio-Educativas [Edetania: Socio-Educational Studies and Proposals], 2013(43), 113-131.
  16. Martín, J. G., & Martínez, J. E. P. (2018). Aprendizaje basado en proyectos: Método para el diseño de actividades [Project-based learning: Method for the design of activities]. Revista Tecnología, Ciencia y Educación [Technology, Science and Education Magazine], 10, 37-63. https://doi.org/10.51302/tce.2018.194
  17. Méndez Santos, M. C. (2020). Aproximación a la amotivación y la desmotivación en el aprendizaje de contenidos a través del inglés como medio de instrucción (EMI) en la enseñanza superior en una universidad Española [Approach to amotivation and demotivation in content learning through English as a medium of instruction (EMI) in higher education at a Spanish university]. Hesperia. Anuario de Filología Hispánica [Hesperia. Yearbook of Hispanic Philology], 23(1), 95-123. https://doi.org/10.35869/hafh.v23i0.2768
  18. Moreno Martín, M. J. (2018). Active methodologies and the curriculum. Revista Ventana Abierta. https://revistaventanaabierta.es/active-methodologies-and-the-curriculum/
  19. Orden. (2015). Orden ECD/65/2015, de 21 de enero, por la que se describen las relaciones entre las competencias, los contenidos y los criterios de evaluación de la educación primaria, la educación secundaria obligatoria y el bachillerato, BOE núm. 25 § 738 (2015) [Order ECD/65/2015, of January 21, which describes the relationships between the competences, the contents and the evaluation criteria of primary education, compulsory secondary education and the baccalaureate, BOE no. 25 §738 (2015)]. https://www.boe.es/boe/dias/2015/01/29/pdfs/BOE-A-2015-738.pdf
  20. Pascual, B. (2006). Calidad, equidad e indicadores en el sistema educativo español [Quality, equity and indicators in the Spanish educational system]. Pulso [Pulse], 29, 43-59. https://doi.org/10.58265/pulso.4942
  21. Perasso, V. (2016). Qué es la cuarta revolución industrial (y por qué debería preocuparnos) [What is the fourth industrial revolution (and why should we care)]. BBC Mundo. https://www.bbc.com/mundo/noticias-37631834
  22. Pérez Pino, M., Enrique Clavero, J. O., Carbó Ayala, J. E., & González Falcón, M. (2017). La evaluación formativa en el proceso enseñanza aprendizaje [Formative assessment in the teaching-learning process]. Edumecentro, 9(3), 263-283. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2077-28742017000300017
  23. Petress, K. (2008). What is meant by “active learning?” Education, 128(4), 566-569. https://eric.ed.gov/?id=EJ816939
  24. Prince, M. J., & Felder, M. (2006). Inductive teaching and learning methods: definitions, comparisions and research bases. Journal of Engineering Education, 95(2), 123-138. https://doi.org/10.1002/j.2168-9830.2006.tb00884.x
  25. Real Decreto 157/2022. (2022). Real Decreto 157/2022, de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la Educación Primaria, BOE núm. 52 § 3296 (2022) [Royal Decree 157/2022, of March 1, which establishes the organization and minimum teaching of Primary Education, BOE no. 52 §3296 (2022)]. https://www.boe.es/boe/dias/2022/03/02/pdfs/BOE-A-2022-3296.pdf
  26. Real Decreto 1584/2011. (2021). Real Decreto 1584/2011, de 4 de noviembre, por el que se establece el Título de Técnico Superior en Administración y Finanzas y se fijan sus enseñanzas mínimas, BOE núm. 301§19533 (2011) [Royal Decree 1584/2011, of November 4, which establishes the Title of Higher Technician in Administration and Finance and establishes its minimum teachings, BOE no. 301§19533 (2011)]. https://www.boe.es/boe/dias/2011/12/15/pdfs/BOE-A-2011-19533.pdf
  27. Real Decreto 984/2021. (2021). Real Decreto 984/2021, de 16 de noviembre, por el que se regulan la evaluación y la promoción en la Educación Primaria, así como la evaluación, la promoción y la titulación en la Educación Secundaria Obligatoria, el Bachillerato y la Formación Profesional, BOE núm. 275§18812 (2021) [Royal Decree 984/2021, of November 16, which regulates evaluation and promotion in Primary Education, as well as evaluation, promotion and qualification in Compulsory Secondary Education, Baccalaureate and Vocational Training, BOE num. 275§18812 (2021)]. https://www.boe.es/boe/dias/2021/11/17/pdfs/BOE-A-2021-18812.pdf
  28. Sánchez Caballero, D. (2022). Alejandro Tiana: “La enseñanza tiene un aprendizaje excesivamente superficial y memorístico” [Alejandro Tiana: “Teaching has excessively superficial and rote learning”]. Eldiario.es. https://www.eldiario.es/sociedad/alejandro-tiana-ensenanza-actual-aprendizaje-excesivamente-superficial-memoristico_128_8899622.html
  29. Sanchis, R., Mula, J., Cantó B., García-Sanoguera, D., & Torregrosa, J. I. (2020). Diseño de la incorporación del aprendizaje basado en proyectos en las itulaciones de grado del Campus de Alcoy de la Universitat Politècnica de València [Design of the incorporation of project-based learning in the degree programs of the Alcoy Campus of the Polytechnic University of Valencia]. In Proceedings of the IN-RED 2020: VI Congress of Educational Innovation and Online Teaching (pp. 366-376). Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2020.2020.12030
  30. Schoenfeld, A. H. (2014). Mathematical problem solving. Elsevier.
  31. Toledo Morales, P., & Sánchez García, J. M. (2018). Aprendizaje basado en proyectos: Una experiencia universitaria [Project-based learning: A college experience]. Profesorado: Revista de Curriculum y Formación del Profesorado [Teachers: Curriculum and Teacher Training Magazine], 22(2), 429-449. https://doi.org/10.30827/profesorado.v22i2.7733
  32. Vergara, D., Paredes-Velasco, M., Chivite, C., & Fernández-Arias, P. (2020). The challenge of increasing the effectiveness of learning by using active methodologies. Sustainability, 12(20), 8702-8718. https://doi.org/10.3390/su12208702
  33. Villalba, S. M. (2018). La competencia en producción escrita en lengua Inglesa mediante el blogging en un entorno de aprendizaje basado en proyectos (ABP) en la enseñanza secundaria obligatoria [Competence in written production in English through blogging in a project-based learning environment (ABP) in compulsory secondary education]. In Proceedings of the 2nd Virtual International Conference on Education, Innovation and ICT (pp. 1130-1138). Adaya Press.
  34. Williams, M. K. (2017). John Dewey in the 21st century. Journal of Inquiry & Action in Education, 9(1), 91-102. https://files.eric.ed.gov/fulltext/EJ1158258.pdf