This paper describes the approached Project-Based Learning to work on students’ affective filter for learning in the Foreign Language Learning by reducing the anxiety when students produce by setting up the right affective filter to students’ needs and stage. Anxiety influences on the production of students and then their involvement in the teaching-learning process. The aim is to develop positive mindsets to overcome level disruptive behaviours and create an affective learning environment. Cooperative learning and effective collaboration are the main
purposes of it to get a Communicative Approach where students participation is actively promoted. Project-Based Learning (PBL) is an approach based on learning from the
active participation of students to develop critical awareness towards a topic of social
significance (Bransford and Stein, 1983) taking as main resource Information Communication Technologies and Learning and Knowledge Technologies (Lozano, 2011). Students which receive a Project-Based Learning (PBL) methodology improve lifelong skills like responsibility, problem solving, self-direction, communication, and creativity at statistically significant level (Wurdinger and Qureshi, 2014). Then, PBL answers to this requirement by boosting symbolic learning and critical thinking, so it becomes the teaching-learning process that better answers to the needs that educational systems demands to get a good adaptation to the present challenges.Ruggiero and Boehm (2017) state PBL is related to learner-centred, problem solving and open-ended environments. Therefore, our goal is to offer an innovative educational experience based on the treamente of the affective filter for learning by imagining another’s perspective and creating positive trait attributions toward classmates through different exercises, activities and tasks creating a positive classroom enviroment and the improvement of communicative competence. The learning scene is described by the use of new technologies and visual material to describe people and say compliments to get a pleasant atmosphere of learning due to the fact students of foreign language are a digital native generation. The use of visuals to support and reduce anxiety when students produce is essential to stimulate the right affective filter in lessons. The implications of this paper establish PBL as methodology to motivate students .The treatment of the affective filter for learning and emotional education contents in foreign language improve group-class cohesion, Linguistic and Communicative Competence as well as positive linguistic attitudes. Therefore, students are more involved in class and take part of the teaching-learning process. Then, this is a learning proposal to make students active participants in the learning process by taking into account their needs when they produce in a foreign language. Consequently, we remark on these conclusions as implications for research.
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