The effect of project-based learning in gifted students of a second language

This research had as a goal to explore the effect of the Project Based Learning (PBL) through differentiated instruction to improve, motivate and change students' attitudes toward a second language learning. In order to achieve the stated goal, a quasi-experimental study with quantitative data collection and analysis techniques was conducted. The sample for this study were 41 gifted North American students from Robinson School in Tampa, Florida. Twenty-one of them composed the experimental group and twenty composed the control group. The independent variable of the study was the PBL and the independents were academic achievement for learning, learning motivation and attitudes toward learning. The first dependent variable was assessed by means of a knowledge test, the second and third with a survey composed by open, closed and Likert style questions. The knowledge test was applied before and after intervention and the survey after intervention. The gathered information was analyzed with the support of a quantitative analysis software via the definition of statistical significances of the results contrasting them with theory. This process allowed concluding that the application of PBL through differentiated instruction enhanced the academic achievement for learning (vocabulary, grammar, culture and lecture), increased intrinsic and extrinsic motivation for learning and improved attitudes toward learning.