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Enhancing EFL Preservice Teacher Education through Project-Based Learning: An Action-Research Approach

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Title: Enhancing EFL Preservice Teacher Education through Project-Based Learning: An Action-Research Approach
Language: English
Authors: Jessica Vega-Abarzúa (ORCID 0000-0002-5260-5584), Eduardo Gutiérrez-Turner (ORCID 0000-0002-2983-0513), Valentina Recabarren Maturana (ORCID 0009-0009-7218-2222), Daniela Roco Soto (ORCID 0009-0005-3515-8400)
Source: PROFILE: Issues in Teachers' Professional Development. 2026 28(1):17-36.
Availability: Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Projects, Active Learning, English (Second Language), Second Language Learning, Preservice Teachers, Preservice Teacher Education, Program Effectiveness, Knowledge Level, Student Attitudes, Foreign Countries, Language Teachers
Geographic Terms: Chile
ISSN: 1657-0790
2256-5760
Abstract: This action-research study examines the impact of a project-based learning intervention on a group of English-as-aforeign-language preservice teachers at a Chilean private university. The study aimed to explore the participants' perceived development in two key areas: teaching knowledge and learning and innovation skills. Data were collected through pre- and post-questionnaires and semi-structured interviews. Findings indicate notable improvements in both teaching knowledge and participants' perceptions of it, as well as a strengthening of learning and innovation skills, with critical thinking emerging as the most salient enhancement. These results provide valuable insights for English language teaching programs and future research, highlighting the benefits of project-based learning as a pedagogical approach in teacher education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501431
Database: ERIC
FullText Text:
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  Data: Enhancing EFL Preservice Teacher Education through Project-Based Learning: An Action-Research Approach
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  Data: <searchLink fieldCode="AR" term="%22Jessica+Vega-Abarzúa%22">Jessica Vega-Abarzúa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5260-5584">0000-0002-5260-5584</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eduardo+Gutiérrez-Turner%22">Eduardo Gutiérrez-Turner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2983-0513">0000-0002-2983-0513</externalLink>)<br /><searchLink fieldCode="AR" term="%22Valentina+Recabarren+Maturana%22">Valentina Recabarren Maturana</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-7218-2222">0009-0009-7218-2222</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniela+Roco+Soto%22">Daniela Roco Soto</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-3515-8400">0009-0005-3515-8400</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22PROFILE%3A+Issues+in+Teachers'+Professional+Development%22"><i>PROFILE: Issues in Teachers' Professional Development</i></searchLink>. 2026 28(1):17-36.
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  Data: Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
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  Data: <searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
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  Data: 1657-0790<br />2256-5760
– Name: Abstract
  Label: Abstract
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  Data: This action-research study examines the impact of a project-based learning intervention on a group of English-as-aforeign-language preservice teachers at a Chilean private university. The study aimed to explore the participants' perceived development in two key areas: teaching knowledge and learning and innovation skills. Data were collected through pre- and post-questionnaires and semi-structured interviews. Findings indicate notable improvements in both teaching knowledge and participants' perceptions of it, as well as a strengthening of learning and innovation skills, with critical thinking emerging as the most salient enhancement. These results provide valuable insights for English language teaching programs and future research, highlighting the benefits of project-based learning as a pedagogical approach in teacher education.
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  Data: 2026
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  Data: EJ1501431
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 17
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      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Knowledge Level
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language Teachers
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      – SubjectFull: Chile
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    Titles:
      – TitleFull: Enhancing EFL Preservice Teacher Education through Project-Based Learning: An Action-Research Approach
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            NameFull: Jessica Vega-Abarzúa
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            NameFull: Valentina Recabarren Maturana
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            NameFull: Daniela Roco Soto
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