Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 2
DOI: https://doi.org/10.58995/redlic.rmic.v4.n2.a183 1 - 20
Acosta et al. The Eco-English Classroom: Using Project-Based Learning
04 - 2026
Original article. Vol. 4 - No. 2, pp. 1 - 20. April, 2026. E-ISSN: 2960-8015
The Eco-English Classroom: Using Project-Based Learning in
promoting environmental learning initiatives
El aula de ecoinglés: uso del aprendizaje basado en proyectos para
promover iniciativas de aprendizaje ambiental
Hazel Acosta 1, Carlos Daniel Cazco Maldonado 2,
Martha Lucía Lara Freire 3
1 Universidad Nacional de Educación; hazel.acosta@unae.edu.ec. Azogues, Ecuador.
2 Yachay Tech University, Language Center, Hda. San José s/n y Proyecto Yachay,
100119. ccazco@yachaytech.edu.ec. Urcuqui, Ecuador
3 Universidad Nacional de Educación; martha.lara@unae.edu.ec. Azogues, Ecuador.
¿Como citar?
Acosta Cadungog, H., Cazco Maldonado, C. D. . ., & Lara Freire, M. L. (2026). The
Eco-English Classroom: Using Project-Based Learning in promoting environmental lear-
ning initiatives. Revista Multidisciplinaria Investigación Contemporánea, 4(2) 1-20. https://
doi.org/10.58995/redlic.rmic.v4.n2.a183
Received: 10-24-2025
Accepted: 12-12-2025
Published: 01-04-2026
Editor’s note
REDLIC remains neutral with regard to jurisdictional
claims in published messages and institutional ailia-
tions.
Editorial
Red Editorial Latinoamericana de Investigación
Contemporánea (REDLIC)
www.editorialredlic.com
Sources of funding
The project was funded by the US Embassy in colla-
boration with the Universidad Nacional de Educación
and Universidad Yachay Tech.
Conicts of interest:
There are no conicts of interest.
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Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 2
DOI: https://doi.org/10.58995/redlic.rmic.v4.n2.a183 2 - 20
Acosta et al. The Eco-English Classroom: Using Project-Based Learning
04 - 2026
Resumen
Este estudio se basa en un proyecto de investigación diseñado para promover un aprendizaje
signicativo en clases donde el inglés se enseña como lengua extranjera (EFL), mediante la
implementación del enfoque de Aprendizaje Basado en Proyectos (PBL), integrando contenido
sobre agricultura urbana. El proyecto involucró a treinta y cinco (35) profesores de inglés de
cuatro ciudades ecuatorianas: Azogues, Cuenca, Ibarra y Riobamba.
El proyecto, desarrollado en tres fases, incluyó la capacitación docente, la implementación del
PBL y la elaboración de proyectos por parte de los estudiantes. La recopilación de datos sobre las
experiencias de los docentes se realizó siguiendo el diseño de investigación–acción.
Los principales hallazgos del estudio revelan que existe una mejora signicativa en el desarrollo
del vocabulario de los estudiantes y en la comprensión de estructuras básicas de oraciones.
Además, los docentes destacaron un mayor compromiso e interés por parte de los estudiantes,
especialmente debido a la integración de temas actuales y relevantes que reejan el uso real del
idioma.
El estudio concluye que la incorporación de contenido del mundo real, como la agricultura
urbana, aumenta la pertinencia de la enseñanza del inglés como lengua extranjera y, al mismo
tiempo, fomenta la conciencia estudiantil sobre problemáticas globales como la sostenibilidad
ambiental.
Palabras clave: investigación-acción, Aprendizaje Basado en Proyectos, aprendizaje signicativo,
agricultura urbana, formación docente
Abstract
This study is based on a research project designed to promote meaningful learning in classes where
English is taught as a Foreign Language (EFL) through the implementation of the Project-Based
Learning (PBL) approach, integrating urban agriculture content. The Project involved thirty-ve
(35) English teachers from four Ecuadorian cities: Azogues, Cuenca, Ibarra, and Riobamba. The
three-phased Project included teacher training, PBL implementation, and project completion by
students. Data on teachers’ experiences were collected following the action research design. The
major ndings of the study reveal that there is a marked improvement in students’ vocabulary
development and understanding of basic sentence structures. Moreover, teachers highlighted
increased student engagement and interest, particularly through the integration of timely and
relevant topics that reect real use of the language. The study concludes that incorporating real-
world content like urban agriculture enhances the relevance of EFL instruction, while also raising
student awareness of global issues such as environmental sustainability.
Keywords: action research, Project-Based Learning, signicant learning, urban agriculture,
teacher-training
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1. Introduction
The use of Project-Based Learning (PBL)
approach in classes where English is taught
as a foreign language (EFL) is not new.
Still, it has emerged as a transformative
educational approach that fosters active
learning, critical thinking, and problem-
solving skills among students. Unlike rote
memorization methods, PBL encourages
learners to engage deeply with subject
matter through real-world applications
and hands-on experiences. This
methodology is built on the premise that
students learn more eectively when they
apply theoretical knowledge to practical
challenges, fostering a sense of ownership
over their learning.
The study was based on the
implementation of a research project
that aims to promote urban agriculture
content in EFL classes through the PBL
approach. In this Project, limited spaces
of schools located in urban areas or cities
were converted into ‘Huerto Classrooms’
or garden spaces to facilitate learning
beyond the usual topics in English lessons
and deviating from the norm of lecture-
based instruction. The Project is designed
to innovate in the teaching of English
through PBL.
Through the PBL approach, teachers-
initiated classroom projects that raised
the awareness of students about the
value of localizing agriculture in
schools. The conceptualisation of this
project is based on the advice of the
Ministry of Education – the ‘Acuerdo
Ministerial (MINEDUC-2022-00010)
Plan de Estudios’ – that mandates school
administrators to reduce the number
of teaching hours of English subjects in
schools from ve to three hours weekly.
Through this project, three goals are
achieved: innovation in English teaching
through PBL, organic production,
and promotion of environmental
awareness through urban agriculture.
By employing interdisciplinary strategies
and collaborative problem-solving
techniques, this Project should enhance
student engagement, motivation, and skill
development. Moreover, the project was
an opportunity for students and teachers
to address climate change by raising
awareness of the importance of turning
schools into green spaces to ensure
clean air is sustained, and organic food
production is initiated. By integrating
experiential learning frameworks, the
initiative aligns with contemporary
educational paradigms that emphasize
inquiry-based learning, teamwork, and
real-world problem-solving.
The signicance of this project extends
beyond students’ performance inside an
EFL classroom, as it also cultivates essential
21st-century skills such as creativity,
communication, and adaptability. By
analysing theoretical foundations,
benets, and challenges of PBL, this study
aims to provide valuable insights into its
implementation and eectiveness in EFL
classrooms and in language teaching
more broadly. Through the projects that
teachers and students produced during
the year-long PBL implementation, results
showed how links are established between
signicant English input and a practical
teaching approach. Schools are expected
to be on the frontline in improving
English instruction in the country and
as a core resource of information in
combating climate change. In addition,
‘green-inspired’ eorts focused on urban
agriculture increased students’ awareness
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of their crucial participation in local food
production.
In response to these challenges, a
collaborative project aimed at bridging
these gaps was conceptualised. Teachers
from four cities—Azogues, Cuenca,
Ibarra, and Riobamba—were selected to
participate, with the overarching goal of
reinstating the two instructional hours
removed and strengthening the teaching
of English through innovative, project-
based approaches.
The Project was well-received as it
oered teachers access to specialised
training in both PBL and Urban
Agriculture. This unique integration
of content and methodology provided
students with the opportunity to learn
English in a hands-on, meaningful, and
environmentally conscious context,
promoting not only language acquisition
but also environmental awareness,
healthy living habits, and community
engagement.
Throughout the implementation phase,
participants encountered unexpected yet
highly positive outcomes, which further
inspired them to rethink traditional
classroom practices. This experience
highlighted the transformative power
of contextualized, purposeful education
and demonstrated that even within the
limitations of public education systems,
innovation is possible when teachers are
empowered.
The results of this study addressed
the main research question of how PBL
transforms EFL classrooms through
collaborative work between teachers and
students. Moreover, the data pointed to
the approach’s characteristics, particularly
its key elements and implementation
techniques, as pivotal for signicant
learning among students. However,
despite the positive results, striking a
balance between teaching content or
input and project completion remains a
challenge, and teachers must be conscious
and strategic to ensure that both language
and project objectives are achieved.
2. Literature review
2.1. Context and situation of EFL
teaching in Ecuador
In 2016, the Ministry of Education of
Ecuador mandated the teaching of a
foreign language in both basic education
and higher education institutions. Across
public schools in the country, English
was chosen as the foreign language to be
taught from Year 2 through senior high
school levels. In the aftermath of this
mandate, teachers faced the challenge
of trying to understand the seemingly
complex teaching principles and
pedagogical approaches spelled out in
the curriculum (Ministerio de Educación
del Ecuador, 2016 [MinEduc]). The
dearth of teacher training (Barre-Parrales
& Villafuerte-Holguín, 2021) after the
release of the curriculum contributed to
the conundrum, which inevitably aected
the teaching-learning process.
One of the dominant approaches
privileged in schools is Communicative
Language Teaching (CLT), which
emphasizes the development of students’
capacity to communicate (Calle et.al,
2017, p. 3) in real contexts. Under the CLT,
other methods and teaching strategies
were likewise promoted, as they aim to
enable learners to produce the language
through meaningful content that
reects real use. The use of Content and
Language Integrated Learning (CLIL)
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was promoted in 2017 (Barre-Parrales
& Villafuerte-Holguín, 2021), and other
similar methods, such as Task-Based
Language Teaching (TBLT).
Despite a strong ainity to CLT-
driven teaching practices and curricular
modications and adaptations, students’
prociency remains generally low (Ortega-
Auquilla & Auccahuallpa-Fernandez,
2017; Education First, 2019). According to
the EF English Prociency Index (2019),
Ecuador ranked 81st out of 100 countries,
with a score of 46.57, corresponding to
an A1 level on the Common European
Framework of Reference for Languages
(CEFR). The problem is twofold: the
demand for training far exceeds the
available supply, and many educators
are unable to dedicate time to extra
training due to their already demanding
schedules, which include large class sizes,
extensive administrative duties, and
multiple teaching responsibilities.
Adding to the problem is the schools’
contexts where, in some cases, there is
only one qualied English teacher—or
none at all. Thus, some teachers with
other specialisations are tasked to assume
responsibility for English instruction. This
not only aects the quality of language
education but also places additional strain
on teachers who may feel unprepared or
unsupported in this role.
Moreover, a recent decision
by the Ministerial Agreement
(MINEDUC-2022-00010 Study Plan) to
reduce English instruction to only three
hours per week across public schools has
further complicated eorts to improve
prociency. Such a reduction signicantly
limits students’ exposure to the language,
undermining any gains made through
isolated training or improvements to
resources. According to the Ministerial
Agreement, any reduction in English
hours should be recovered through the
development of interdisciplinary projects
that provide students with enough
opportunities to engage with the language
through meaningful project activities.
The MinEduc recommends that students
present their projects at the end of the
academic year to mark the consolidation
of competencies in the target language.
The suggestion of the MinEduc regarding
the use of projects provided the impetus
to introduce PBL in English lessons as a
strategic response to augment English
input in schools.
2.2. PBL as a teaching approach
The use of Project Based Learning
(PBL) in language classrooms is not a
recent approach. Many places whose
language is not English have employed
PBL for a variety of reasons, such as
integrating language skills, fostering
an inquisitive attitude, promoting
autonomous skills, and incorporating
values such as teamwork, participation,
and collaboration.
In some Asian countries such as
Indonesia, a theoretical study was
conducted to determine the eicacy of
PBL in English classrooms (Sedubom,
S. & Nurhayati, N., 2024); in China, PBL
was used in promoting integration of
dierent disciplines to enhance students’
comprehensive skills (Guo, Y., & Yu, H.,
2022, p. 22), and in Thailand, the eects
of the PBL are tried and tested on Thai
students’ general language ability in
English (Essein, A., 2018). In Nigeria, PBL
was employed to examine its inuence on
students’ engagement and communication
skills (Sudarso, H., et al., 2024). In New
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Zealand, PBL was used to investigate its
inuence on the development of service
skills (Chimwayange, C., 2025).
PBL studies in Ecuador focused on
skills development such as reading
(Imbaquingo, A., & Cardenas, J., 2023;
Calahorrano, L., et al., 2024) and speaking
(Ponce, C., & Reyes, S., 2025). There are
a few studies that focus on the inuence
and the eects of the PBL approach when
the content is changed or diversied.
In some cases, teachers misconstrue the
dierence between project-making and
project-based development. PBL is not
equivalent to a project, which is usually a
summative assessment task that students
have to demonstrate or hand in at the end
of a specic period; instead, PBL is an
approach in which all steps and activities
begin with project conceptualization
and culminate with project submission
or presentation. In the Project, students’
outputs from PBL classes reected every
segment and part of the lessons that
teachers developed and students learned
over time.
In this study, the English content
deviates from the usual topics, which
are often oriented toward global themes.
In response to the pressing challenges
of climate change posed by drought and
forest res in Ecuador in 2023, the Project
incorporated themes related to urban
agriculture to foster students’ awareness
of environmental preservation and local
food production by converting limited
school spaces into ‘huertos’ (gardens).
Using the garden as a learning
space reinforces the idea of place-based
education. This principle underscores
the importance of learning that extends
beyond the classroom and extends to the
outer environment and the place where
learning takes place (Anderson, S., 2017).
The gardens that teachers and students
used during PBL implementation were
extended to the outdoor environment,
where students put into practice what
they had learned in the classroom, and
created a learning environment that
provided a concrete version of what they
had theoretically learned. Moreover,
the use of urban agriculture content is
developed, and English input is expanded
as students use vocabulary to understand
key concepts in their gardens and
communicate using the input emphasized
during in-person instruction.
3. Methodology
The study employed action research
design at an institutional level. Action
research emphasises the importance
of an intervention in inuencing
teaching practice. In this study, teachers’
experiences in understanding their context
were key in planning their PBL lessons
and conceptualising students’ projects.
Smith and Rebolledo (2022) highlight
the importance of context exploration
in formulating activities for students to
ensure that the ‘action component’ of the
design is appropriate and relevant.
The Project was structured into three
phases to ensure suicient time to track and
monitor from project conceptualization
through project completion. Since it was
an intervention-based design, the three
phases consisted of teacher training,
classroom implementation, and project
evaluation. The main objective was to
innovate English language instruction by
embedding environmentally sustainable
practices aligned with national
educational needs.
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3.1. Participants
The study purposely selected thirty-ve
(35) teachers from four cities: Azogues,
Cuenca, Ibarra, and Riobamba from
public and private schools. Participants
were selected through an open call
disseminated via institutional websites
and social media platforms. Each teacher
worked with approximately 20 students,
resulting in an estimated 700 direct
student beneciaries.
3.2. Data Collection Methods
Data were collected through focus group
discussions (FGDs). An FGD is a data
collection method in which participants
come together and share their views about
a particular topic (Efron, S., & Ravid, R.,
2019). During the year-long PBL planning
and implementation, two rounds of six
FGDs were facilitated during the lesson
implementation, and another round of
six FGDs was conducted after students
completed and presented their projects
to their school community. Each round
of FGDs was coordinated with the school
administrators, and the selected teachers
were gathered together to participate in
the discussion. After each FGD round
was completed, the audios and notes
were transcribed and processed, and the
processed data were then coded.
3.3. The action research procedure
In the rst, A four-week virtual training
course was conducted by an expert
professional, consisting of 20 synchronous
and 20 asynchronous hours, led by a
U.S.-based expert in PBL. A two-day in-
person workshop followed in each target
city. The sessions focused on integrating
environmental content into English
instruction and were supported by an
agronomist who guided sustainable plant
selection, cultivation techniques, and
content alignment.
The rst stage of the action research
design is the planning stage, during
which teachers received two virtual
training sessions on PBL lesson design
on integrating urban agriculture content
into English lessons. During this stage,
teachers designed a four-week PBL
lesson plan that integrated English
language objectives with environmental
and agricultural themes. Continuous
support was provided through virtual
consultations and feedback sessions
facilitated by both the project team and
invited experts. The teachers received
support from the research team of this
study and the coordinator designated for
each city.
The second stage – acting or
intervention – refers to the time teachers
devote to implementing the PBL lesson.
Generally, the EFL class time was divided
into three parts: classroom input, garden
activity time, and project planning.
During the intervention stage, teachers
reect on their practices and document
their challenges. Since students were
working on their projects in teams,
teachers guided them for four (4) months
until the completion and presentation of
their outputs.
While teachers were implementing
the PBL lessons, they were, likewise,
observing the inuence of their lessons
on students’ vocabulary development and
understanding of structure, which are key
to developing students’ communicative
skills. The observation stage is the third
stage of action research in which teachers
document students’ progress and
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responses to the lesson and track their
advancement.
The fourth stage refers to the reection
stage, in which teachers assess students’
performance and evaluate students’
activities in their projects. In this stage,
teachers employed a combination of
formative and summative assessment
approaches to help students connect their
projects to the English input they had
learned.
3.4. Data analysis techniques
Qualitative data from focus groups
and other sources were analyzed using
qualitative content analysis (QCA), a
descriptive method that explores patterns
and relationships of data (Schreier, M.,
2012). Transcribed data from the FGD
rounds were processed through open
coding to determine patterns, points
of convergence and divergence, and
conceptual relations among codes. After
shortlisting the codes that emerged from
the transcribed data, codes that denote
and reect relationships and common
conceptual meanings are examined to
form the categories. In this study, a total
of twenty-nine (29) codes were generated
from FGD data. Out of 29 codes, nine
categories were constructed, which point
to conceptual relationships that reect
teachers’ experiences in implementing PBL
in their classes. From nine (9) categories,
three themes were produced. These
themes served as the underlying reasons
and explanations drawn from the data
collected from teachers through FGDs.
4. Results
4.1. Codes Generated during open
coding
Based on the three phases of the project
implementation, the results generated
are organised into four aspects. Table 1
shows the inuence of the PBL approach
on students’ performance in English class.
Table 1. Inuence of PBL on students’ performance in English
No Category Code Frequency
1 *Vocabulary-driven prociency
1 **Increment in vocabulary 12 (34%)
2 Vocabulary-realia linkage 11 (31%)
2 Transformative language
3 Awareness of healthy habits 17 (49%)
4 Eective vocabulary translation (Spanish-
English) 30 (86%)
5 Acquired habits in recycling 32 (91%)
3 Collaborative engagement
6 Collective students’ voice and choice 25 (71%)
7 Learned negotiation techniques 18 (51%)
8 Shared multidisciplinary knowledge 21 (60%)
Note. A total of 35 participants participated in the FGD. Eight (8) **codes generated. Frequency, expressed as
a number, is based on the number of times participants mention a similar word or phrase. The percentage is
calculated by dividing the frequency by the total number of participants.
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Table 1 shows the codes generated
from the rst round of six FGDs
facilitated, each lasting an average of 60
minutes. From the transcripts generated,
which addressed the research question
on the inuence of PBL on students’
learning and performance, eight (8)
frequent codes emerged. The frequent
codes are organised around three iterative
questions relating to students’ motivation
for learning English, their responses to
English input (urban agriculture content),
and their responses to collaborative work.
Table 2 shows the codes generated from
the questions collectively categorising the
ways and mechanisms by which the PBL
approach changed teachers’ manner of
EFL teaching. The nature and steps of the
PBL approach were two aspects explored
during FGDs.
Table 2. Nature and steps of the PBL
Category Code Frequency
4 *Holistic approach
1**Practical approach 31 (89%)
2 Solution-oriented 11 (31%)
3 Transformative potential 8 (23%)
4 Research-oriented 9 (26%)
5 Interconnected steps
5 Interactivity in the steps 12 (34%)
6 Question-driven 28 (80%)
7 Development-driven 22 (63%)
8 Dynamic and connected activities 11 (31%)
9 Process-oriented 9 (26%)
10 Procedural in activity implementation 13 (37%)
Note. A total of 35 participants participated in the FGDs. Ten (10) **codes generated. Frequency, expressed as
a number, is based on the number of times participants mention a similar word or phrase. The percentage is
calculated by dividing the frequency by the total number of participants.
To capture teachers’ experiences in
implementing PBL, the second round of
six (6) FGDs was facilitated for teachers.
In this FGD round, the questions focused
on teachers’ realisations about the nature
of PBL as the approach to using a dierent
type of content. From the participants’
responses, ten (10) were frequently cited,
which were extracted from participants’
answers. All participants found the
approach practical and question-driven.
Others nd PBL highly developmental in
its steps, with questions as the elements
that propel its implementation.
Table 3 presents the potential and cha-
llenges that teachers experience during
PBL implementation, particularly when a
dierent type of input is used instead of
the usual topics in EFL classes.
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Table 3. Potential of and challenges in PBL implementation
Category Code Frequency
6 Signicant Practice 1 Collaborative nature 32 (91%)
2 Principles-driven 28 (80%)
3 Relevant language practice 31 (89%)
7 Diused balance 4 Complexity in project planning 18 (51%)
5 Diiculty in content integration 30 (86%)
6 Balance between English input and approach 27 (77%)
Note. A total of 35 participants participated in the FGDs. Six (6) codes generated. Frequency, expressed as a
number, is based on the number of times participants mention a similar word or phrase. The percentage is
calculated by dividing the frequency by the total number of participants.
In Table 3, teachers recognise the
potential of PBL to diversify approaches in
EFL classes, particularly by incorporating
urban agriculture content as focal
themes in teaching vocabulary and basic
grammar structures. Most teachers airm
the collaborative nature of PBL as key
to eective content integration. Other
participants note that the principles that
govern the approach are inuential in
helping teachers strategically develop
the project while simultaneously
incorporating urban agriculture content. In
PBL lessons, teachers realise that relevant
language practice is evident through the
use of input – urban agriculture – that is
signicant and concrete for students to
comprehend and absorb.
Despite the potential of PBL to facilitate
relevant content in a strategic way,
teachers identied challenges that shaped
their experiences. Most teachers cited
diiculty in integrating urban agriculture
content into EFL lessons. Also, striking
a balance between English input and the
deliverables of PBL was complex and
diicult.
Towards the end of the project, teachers
reected on their experiences during the
year-long implementation. One major
theme that emerged is teachers’ tendency
to prioritise project implementation over
the development of English language
skills. Table 4 presents teachers’ priorities
in the overall implementation of PBL in
their EFL classes.
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Table 4. Prioritised Areas in PBL Implementation
Category Code Frequency
8 Outcome-oriented teaching
1 Learning environment transformation 31 (89%)
2 Project process completion 25 (71%)
3 Regard for students’ engagement 28 (80%)
9 Privileging input 4 Building and expanding vocabulary 33 (94%)
5 Polishing basic skills 28 (80%)
Note. A total of 35 participants participated in the FGDs. Five (5) codes generated. Frequency, expressed as
a number, is based on the number of times participants mention a similar word or phrase. The percentage is
calculated by dividing the frequency by the total number of participants.
5. Discussion
5.1. Categories constructed from codes
The codes were derived from transcribed
responses that participants frequently
cited. Also, the 29 codes were not only
often mentioned, but they also reect
teachers’ experiences in implementing
PBL which were expressed in the form of
their responses to the teaching approach,
their feelings when observing students’
progress, the social interactions with
their colleagues at school, their values and
beliefs about PBL as a way to teach English
dierently and the practices that they think
had changed when they implemented PBL
in their classes incorporating a dierent
input which deviates from their usual
practices. The 29 codes that came out
from transcribed data constituted what
Saldaña (2016) refers to as ‘human events
or experiences’ (p. 16) that get coded due
to the meaning they evoke from language-
based data (p. 4).
Of the 29 codes, four categories were
constructed (Tables 1-4), which reect the
pattern typical of participants’ experiences
and show the interconnectedness of the
codes, highlighting a point of convergence.
Figure 1 presents a hierarchical frame
of thematically-linked categories that
are interconnected and reect teachers’
experiences in PBL implementation.
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Figure 1. Related categories from generated codes
Thematically-linked categories
Group 1 Group 2 Group 3
Transformative language Collaborative engagement Diused balance
Privileging input
Outcome-oriented
Vocabulary-driven
Holistic approach
Interconnected steps
Signicant practice
Figure 1 shows that the 11 categories
are grouped into three due to their
close links, reecting their conceptual
properties and similar dimensions (Kelle,
U., 2007). In Group 1, categories (2, 6) –
transformative language and signicant
practice – are connected as both refer
to the PBL nature of transforming
language teaching in EFL classes. The
transforming element of the approach
results in signicant practice that teachers
demonstrate in their classes. The use of
curriculum-framing questions (CFQs)
in PBL lessons, alongside sequenced
activities, provides teachers with space to
develop projects throughout the duration
of one unit or quarter. The CFQs render
the approach the potential to innovative
classrooms where teachers facilitate
signicant lessons and activities that
enable students to understand a dierent
English input, and develop the capacity to
conceptualise capstone projects (Buzzetto-
More, 2013) – a nal student-centered
connecting theory and practice – output
that mirrors their collective insights of
what is taught over a period of time. In
most FGDs facilitated, teachers attributed
the components of the PBL approach –
authenticity, collaboration, reection,
voice, and choice (Boss, S., & Larmer, J.,
2015) – as key to transforming classrooms.
Throughout the FGD rounds, most
teachers considered the instruction
implementation method of PBL,
underscoring the importance of providing
an entry event when starting PBL in
classes to foster students’ motivation to
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engage. The entry event is connected to a
series of activities that undergo ongoing
monitoring (Masek, A., & Yamin, S., 2010;
Boss, S., & Larmer, J., 2015) of their work
until they nish the project towards the
end of the period.
In Group 2, categories (3, 4, and 5)
– collaborative engagement, holistic
approach, and interconnected steps –
point to a common theme that pertains
to the PBL’s method and techniques in
teaching a lesson. In this Project, teachers
developed an interdisciplinary project
in which every component – objectives,
approach, implementation, and project
conceptualization – is connected to
the others. Unlike other EFL methods,
teachers often deliver lessons that are
not always connected to the next topic,
despite maintaining continuity in their
discussions and having a well-sequenced
list of grammar points. In PBL, teachers
develop a holistic plan in which the steps
in the method are seamlessly connected.
Teachers in this Project used a dierent
content – urban agriculture – which
deviated from the global themes in EFL
topics. In this context, teachers must
foster a collaborative environment so that
students learn English through urban
agriculture content, while simultaneously
developing a project to be showcased at
the end of a specic period. During the
FGDs, one teacher (Ibarra, Teacher 2) said,
‘The teaching-learning process is real,’ as
every component is connected. Through
eective classroom management, teachers
guided students through group-work
strategies, which eventually led to greater
learning autonomy.
In Figure 1, the categories in Group 3
that are thematically linked are diused
balance (category 7), privileging input (9),
outcome-oriented (8), and vocabulary-
driven (1). These categories highlight
the nuances between prioritizing input
(English vocabulary and grammar) over
project completion, the latter of which
reects students’ performance following
the PBL approach. Based on the categories
in Group 3, some teachers expressed
they dedicated more time in improving
students’ vocabulary using contents
about urban agriculture than the project;
however, many teachers shared a dierent
priority where they noticed they and the
students spent more time in fullling every
step of the project like plant propagation
and growing as it is the nal product of
the PBL lesson. Some teachers were more
outcome-oriented – focused on the project
–than on developing students’ language
learning; thus, there existed a nuanced
balance between achieving language
and project objectives. Also, teachers
diversied the learning environment
by going to the gardens created for the
PBL project, especially in the case of
teachers from Ibarra who have noticed
that students became more interested
and involved due to a realization that
learning English vocabulary can be based
on concrete objects, such as real seeds and
plants they can touch and feel. Just like in
any PBL-driven lesson in language classes,
teachers are confronted with balancing
accomplishing language objectives and
producing a project that reects students’
learning.
In relation to the categories constructed
in Group 3, teachers from Riobamba
explained in some FGD sessions that
they tried to ensure a balance when
implementing PBL through appropriate
assessment activities. One teacher from
Riobamba said, ‘To ensure language
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objectives are achieved while completing
a project, I implemented formative
assessment tasks such as the use of short
journals alongside summative tasks that
included checklists and rubrics that show
students’ progress in English and project
completion’ (Riobamba, Teacher 1).
5.2. Themes derived from categories
After interpreting the nine categories
in Figure 1, three themes emerged that
explain the relationships among the
categories and capture the essence of the
changed EFL classroom resulting from
PBL implementation.
5.3. Theme 1. Transformative learning
environment through PBL
One of PBL’s strengths as a teaching
approach is its potential to transform
EFL classrooms into signicant learning
spaces. The two categories: transformative
language (2) and signicant practice points
to the approach’s inherent characteristic in
providing authentic and real-life tasks to
students. During the planning phase of the
Project, the rst step in the action research
cycle, teachers planned their lessons,
incorporating a relevant theme to raise
students’ awareness of environmental
preservation. Topics related to urban
agriculture were the main focus, as most
schools are located in cities with limited
space for gardening. The incorporation
of this topic paved the way for teachers
to change the learning environment by
converting limited spaces into gardens
where students could grow vegetables, a
practice known as the ‘huerto classroom.’
In the ‘huerto classroom,’ teachers built
the vocabulary bank around gardening
and plant-growing terms. Similarly,
grammar points use context-based
situations that help students understand
structure using words they are familiar
with. Noticeable vocabulary development
due to contextualised input, such as the
use of urban agriculture content, airms
the essence of place-based education
(Anderson, S., 2017), where students
easily grasp the meaning of words in a
foreign language through the connection
to and familiarity with the context and
learning environment. FGD data imply
that the PBL approach led to signicant
expansion in students’ vocabulary and a
clearer understanding of simple sentence
structures.
Aside from the two main inuences
of the pedagogical approach, teachers
were unanimous in emphasizing its
contribution to students’ interest and
appreciation of timely issues such as the
value of urban agriculture in diversifying
usual content in EFL classrooms. The
potential of PBL to enhance students’
communication and engagement
(Sudarso, H., et al., 2024; Calle et al., 2017,
p. 3; Essein A., 2018) is one of its strengths
as a teaching approach.
Another transformative element of
PBL is the use of driving questions that
propel thinking and imbue students with
an inquisitive mind seeking ideas for their
project. Teachers observed that during
lesson implementation, students used
English not only as the subject they were
learning, but also as a communication
medium, enabling them to apply the
vocabulary they were taught. By using
the vocabulary taught, students are better
equipped to speak (Ponce, C., & Reyes,
S., 2025) and read (Imbaquingo, A., &
Cardenas, J., 2023; Calahorrano, L., et. al.,
2024), which are key to their interactions
and communication.
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Another factor that contributed
to signicant learning was the use of
contextualized activities rather than
template-driven worksheets in usual
EFL classes. Students in this urban
agriculture project used real materials
and gained exposure in dierent learning
environments, such as gardens or
‘huertos’. They learned vocabulary related
to planting and agriculture. In schools in
Imbabura, students were highly engaged
because the topics were closely related
to the real jobs they and their parents
do every day. In Riobamba, schools are
located in the city centre; thus, the limited
space they have was converted into a
green area where students participated in
communicative activities related to their
lessons on urban agriculture.
Interdisciplinarity in teaching, through
the integration of content from other
disciplines, enabled students to integrate
their knowledge and skills. At a school
in Azogues, teachers used the garden to
teach English and Kichwa, integrating
science concepts into their vocabulary. In
one school in Ibarra, the entire teaching
force contributed to the project through
content-based instruction, enriching
students’ exposure to words coming from
various disciplines, and thus highlighting
the approach’s transformative potential.
5.4. Theme 2. Collaborative action
through teamwork
In Figure 1, categories (3, 4, and 5) reect the
group-driven nature of the PBL approach
in lesson presentation, which is pivotal in
developing students’ autonomy. Teachers
from the selected cities highlighted that
producing interdisciplinary projects is
one of PBL’s potential for promoting
interdisciplinarity in content since
students learned to develop projects that
allowed them to use English vocabulary
and connect it to vocabulary related to
urban agriculture. In the case of Ibarra, an
English teacher at one school collaborated
with the Mathematics teacher to prepare
the garden plots by incorporating topics
on dimensions and measurements to
ensure that students learn to measure
before seeds are sown. While measuring
their garden plots, students not only
learn English vocabulary related to
urban agriculture, but also related to
Mathematics. The entire faculty roster
contributed to the project, providing their
content and integrating it into the lesson
steps.
During PBL, students worked in
groups as they cultivated their plants in
their gardens, noting their progress in
their worksheets. Inside the classroom,
the independent work accomplished
outside is reinforced through vocabulary
building and sentence structure formation
in their English classes. Further, the
interconnected steps of the PBL plan
ensure that students do not learn English
input in isolation; instead, they learn
the language and develop multiple
skills naturally and seamlessly. The
connectedness in PBL planning airms
the eicacy of the approach (Sedubom,
S., & Nurhayati, N., 2024), as it provides
students with space to develop the ability
to construct knowledge rather than in
isolation. In most EFL classes, lessons are
taught discretely due to a clear division
in teaching productive and receptive
skills, including grammar and language
use. In PBL, students incorporate skills
in a holistic manner, which, likewise,
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encourages integrated assessment.
Having a project to present at the end is
proof that students learned to synthesise
and incorporate pieces of information and
content into a coherent whole.
5.5. Theme 4. The indeterminate
prioritisation between approach and
input
Group 3 categories refer to the challenging
aspects of PBL implementation, as
teachers need to be strategic to ensure
that both language and project objectives
are achieved at the same level. However,
in real-world PBL implementation, the
majority of teachers struggled to balance
prioritising English input with ensuring
students nish the project; thus, there is
a diuse balance (7) in which teachers
recognised the diiculty of balancing
input and project completion. Most
teachers in Riobamba privileged input
(category 9) as most are pedagogically
strong in lesson conceptualization and
English prociency. Vocabulary-driven
(category 1). On the other hand, teachers
in Ibarra were more motivated to provide
the best advice so that their students could
come up with commendable open house
projects at the end of the academic year,
given their environment, which makes
teaching more meaningful for students.
Similarly, interdisciplinarity in teaching,
through the integration of content from
other disciplines, enabled students to
integrate their knowledge and skills. In
a school in Azogues, teachers used the
garden to teach English and Kichwa by
integrating science concepts into their
vocabulary banks. In this case, teachers
were more outcome-oriented (category 8).
Teachers from Azogues and Cuenca tried
to balance the two aspects; however, they
faced challenges related to collaboration
with other teachers at their schools and to
administrative support.
In PBL implementation, teachers are
confronted with balancing competing
priorities between input (English
vocabulary and grammar) and project
completion. Many teachers who
participated in the Project observed
that students were more interested in
planting and growing plants than in
learning English vocabulary and sentence
structure. When projects are good,
students’ penchant for getting immersed
in the experience of seeing plants develop
from seeds to a full-grown vegetable
ready for harvest sometimes masks the
central objective: building their English
language skills through the project, not
just learning the details of the project they
have to present. The nuances in striking
a balance between content or input and
project-making are evident in some
teachers’ experiences. Blumenfeld, P. C.,
et al. (1991) realised that, in some cases,
the project “takes centre stage,” resulting
in an underemphasis on learning content.
To facilitate relevant and strategic
PBL lessons, teachers must ensure that
language and project objectives are
achieved through the activities that
are outlined in the plan. Based on the
experiences of teachers in this Project,
helping students develop communicative
skills in English is integral, and this
learning is reected through the projects
they produce at the end of the period.
During focus group discussions, tea-
chers–who were participants of the Pro-
ject from Azuay, Cañar, Ibarra, and Rio-
bamba observed that students valued
meaningful content through the selection
of a topic that is close to their worldview.
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In this Project, urban agriculture was the
main focus of all lessons, which were im-
plemented over one academic year. Also,
using task-based strategies, students co-
llaborated with their peers in preparing
for their capstone project towards the end
of the school year.
6. Conclusions
The use of the PBL approach in teaching
EFL in schools promotes signicant
learning among students, specically
in three areas: meaningful content,
contextualized activities, and the
interdisciplinary approach. Data from
FGDs in Azogues, Cuenca, Ibarra, and
Riobamba reveal that teachers recognized
the potential of PBL as an approach that
promotes engagement and increases
students’ motivation to learn English.
Further, using relevant content such as
urban agriculture, PBL brings the content
closer to students’ real world; thus,
developing their consciousness and regard
for world issues such as environmental
preservation.
As a teaching approach, PBL
transforms EFL classes through the
seamless integration of language-learning
objectives and project goals. In this study,
projects served as the medium through
which language teaching was carried
out to ensure that students absorbed the
content and skills in a meaningful and
relevant manner. In this study, teachers
realised that a strategic way to help
students expand their vocabulary and
understand sentence structures and other
grammar rules is through content that
reects real language use in their familiar
environment, such as ‘huertos’ (gardens),
which culminates in projects students
conceptualise.
The collaborative nature of the PBL
is another factor that enriches students’
learning. Teachers attested that students
learn to communicate meaningfully when
they receive peer support through projects
they envision, implement, and present in
various formats, not only to their school
but also to their community. Throughout
the implementation, students played a
leading role, from project selection to the
presentation of the nal output. When
every component of students’ tasks is
connected and coherent, learning becomes
signicant and meaningful.
Despite PBL’s potential to bridge content
and projects in language classrooms, striking
a balance between content and project
completion remains a challenge. Based
on the experiences that teachers shared,
some students were more motivated and
interested in seeing how plants grow and
anticipating harvest time than in discovering
vocabulary and sentence structures that
would allow them to communicate with
each other. Based on the results, teachers’
ability to balance content and project
depends on their pedagogical competencies
and prociency in English. English teachers
who have high linguistic competence do
not encounter major obstacles in choosing
and adapting the appropriate vocabulary
and embedding the grammar points that
students need to learn. Teachers who may
not be as linguistically prepared to design
lessons that balance the two components
tend to become more immersed in helping
students complete the project, at the expense
of devoting equal time to content.
The use of PBL in EFL classrooms
conrms the indomitable fact that
changing learning environments,
incorporating relevant content such as
urban agriculture, and conceptualizing
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purposive projects can motivate
students to appreciate learning a foreign
language and raise their awareness
about issues that matter to them. This
study, which was based on a project,
attests to the importance of diversifying
teaching approaches and content in EFL
classrooms, leading to signicant learning
and purposeful projects that matter to
teachers and students alike.
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Literature Review, Results, Discussion
and conclusions
CDCM: Abstract, Introduction,
methodology, Literature Review, Results,
Discussion and conclusions
MLLF: Abstract, Introduction,
methodology, Literature Review, Results,
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