Efl teachers’ knowledge, motivations, and attitudes towards pbl and steam methodologies in Manta, Ecuador.

Abstract

Innovations in English language teaching propose the STEAM approach and PBL methodology as new paths. It is necessary to explore how English teachers use these processes. The study aims to determine teachers' perceptions of the STEAM approach and Project-Based Learning (PBL) in English science classes in public and private urban schools in Manta, Ecuador. The research uses a critical-reflective approach and a descriptive design. It applies mixed-methods, using these instruments: (a) a self-perception survey on implementing STEAM for science teachers, (b) a survey on teachers’ perception of project-based learning, and an interview guide. Thirty-five English teachers, aged 24 to 56, participated: 46% female, 54% male. Results show teachers use the STEAM approach frequently in (I) lesson planning, (II) class development, and (III) evaluation. Through PBL, teachers can develop their pedagogical skills and engage students. Teachers need stronger motivation and training to encourage broader use of STEAM and PBL in English-language natural science classes in Ecuador.