Project-based methodology for English language learning in High School

Abstract

High School students in Ecuador's Fiscal Educational Units have not developed skills in the English foreign language, nor can they recognize environmental problems and contribute with an effective and efficient solutions to them. The application of active communication methodologies such as project-based learning can help solve the problem together with the use of technology, thus contributing to the practice of oral skills to present innovative proposals for a specific project that can be sustainable over time. It is evident the lack of active methodological practices in the country's fiscal institutions, added to the little control in the educational establishments of the application of this type of tools that promote teamwork, hinders the improvement of the quality of education, especially in the subject of English. It is necessary to follow up on the teaching performance and the application of this methodology to generate new challenges in the educational area, especially in high school students, and complete their exit profile successfully in the English language. An article template and instructions on the editorial process and the text, figure, and references format are provided. The approach of this study is qualitative with a descriptive scope of the content for which the previous bibliography on the proposed topic is used, making a review of the literature on the project-based methodology (MBP) and its influence on the development of oral communication in the English language in the students.