The Effectiveness of Project-Based Learning and the (UDL) Framework in Acquiring English as a Second Language

Resumen

This study explores the impact of Project-Based Learning (PBL) and Universal Design for Learning (UDL) on English as a Second Language (ESL) acquisition, focusing on how these approaches influence student motivation, participation, and language proficiency. A quasi-experimental design was employed, with control and experimental groups, to assess the effectiveness of these methodologies. Data were collected through surveys, pre-and post-tests, and qualitative classroom observations. The results indicate that both PBL and UDL significantly enhance linguistic skills, particularly in reading, writing, and oral expression. These strategies also foster increased student engagement, motivation, and collaboration, contributing to a more dynamic and inclusive classroom environment. The study shows that the integration of PBL and UDL supports not only language development but also the creation of a supportive learning atmosphere that meets diverse educational needs. These findings underscore the potential of PBL and UDL to improve ESL instruction by encouraging active participation and collaborative learning. The study concludes with pedagogical implications, emphasizing the importance of professional development for educators in active and inclusive teaching strategies. It also suggests avenues for future research to refine the use of these methodologies in various educational contexts, ultimately aiming to enhance ESL outcomes across diverse linguistic and cultural settings.