From makerspaces to language spaces: An investigation into Maker Education in EFL

Abstract

Language learning and teaching is under increasing pressure from stakeholders to adapt and evolve in response to changing policies, rapid technological advances, and evolving needs. There is pressure to add more value to language teaching and learning by integrating content and skills instruction. In many contexts, such as schools, community centers, and libraries, a new educational approach, Maker Education, which focuses on learning through constructing hands-on projects, is an effective way of building learner’s skills and content knowledge (Bevan, 2017; Martin, 2015). Researchers have noted Maker Education’s potential for language learning, as it situates language in an immediately relevant context (see Dubreil & Lord, 2021). However, little research has been done on whether the Maker Education approach can maintain its efficacy in English language learning contexts. Accordingly, this paper will explore a Maker Education approach based on core principles derived from established Maker Education frameworks in a Content Language Integrated Learning context. Participants (n = 129) participated in Maker Education activities and immediately reflected on their experiences. The reflections were analyzed for evidence and alignment to the core constructs, showing strong support for Maker Education’s capability to help learners develop skills and competencies even in a language learning environment.