Digital Maker Education in Project-Based Learning Through Design for English as a Second Language Skills Development

Authors

Pratima Rani Banick, Anna University, Chennai, IndiaFollow

Abstract

This study investigated the effectiveness of integrating a Maker Education (ME) approach within the PLT design, assisted by Computer-Mediated Tools (CMT), in enhancing the reading skills of Grade 10 ESL learners (aged 15–16) in an online ELT setting. Motivated by the growing need to foster creative and critical thinking and to address learners' lack of interest in traditional approaches to teaching academic reading, the study adopts an experimental design. Students were divided into two groups—a control group (n = 10) and an experimental group (n = 10)—using random sampling. The control group received instruction using the conventional teaching approach, while the experimental group received instruction using the ME approach within the PLT framework, integrated with CMT. Both groups completed a pretest to establish their baseline English reading and creative abilities. After the instructional intervention, a post-test was conducted for both groups. Although pretest results were comparable, post-test findings reveal significant improvement in the experimental group compared to the control group. A t-test was conducted to determine statistical significance, and Cohen's d was calculated to measure effect size. A questionnaire survey conducted for the experimental group further supported the effectiveness of the model. The findings suggest that integration of the ME approach within PLT design, supported by CMT, helps improve reading skills and creative abilities, offering a purposeful and future-ready approach to language teaching.

Recommended Citation

Banick, Pratima Rani (2026) "Digital Maker Education in Project-Based Learning Through Design for English as a Second Language Skills Development," Journal of Research Initiatives: Vol. 9: Iss. 2, Article 8.
Available at: https://digitalcommons.uncfsu.edu/jri/vol9/iss2/8