Cooperative Project-Based Learning (CPBL) is an instructional approach that enhances students’ motivation to learn cooperatively by investigating a range of tasks related to an authentic project. This study explores the impact of teachers’ age on CPBL implementation when teaching English as a Foreign Language (EFL) and identifies teachers’ perceptions, views, and attitudes regarding this methodology. This research is exploratory in scope, quantitative in design, and correlational-factorial in nature. The quantitative method applied provides the means to determine the correlation between variables and how the implementation of CPBL is determined. To fulfil the aims of this research, questionnaires were distributed to a sample of 84 EFL teachers from primary and secondary schools. The factorial analysis revealed that the age of teachers had a significant impact on CPBL implementation (p < 0.001). Accordingly, younger age groups of 21–30 and 31–40 showed a greater predisposition for the implementation of CPBL than the 41–50 range. Additionally, the results revealed that 36.9% of teachers implement the methodology. Moreover, 79.76% of all responses indicated positive attitudes towards this approach. The findings point to important implications for course designers and for teachers.

Cooperative Project-Based Learning (CPBL) is a task-based approach to teaching and learning that enhances students’ motivation to learn cooperatively in groups, investigate and respond to engaging tasks to produce a final product when learning English as a Foreign Language (EFL). However, motivating teachers to implement CPBL in their classrooms is challenging. The present study explored challenges and difficulties teachers of English encounter in their attempt to implement CPBL and provided practical solutions to enhance teachers’ motivation to adopt it. The participating teachers’ perceptions regarding the influence of CPBL on students’ English learning were also considered. Significantly, this study applied quantitative and qualitative techniques, which provide the means to determine whether there are connections among the study’s variables and, if so, how each one may influence the other. As part of the research process, and to identify the perceptions, attitudes, and opinions of 84 educators, survey instruments were distributed, structured interviews were conducted, and classrooms were observed. The results of the study revealed that only 26% of teachers used this methodology. However, 68% demonstrated positive attitudes towards CPBL as a powerful constructional approach. Considerably, the findings indicate some important implications for course designers and teachers of English.

El presente artículo tiene como objetivo presentar los resultados del diseño y validación teórica y empírica de un instrumento que permite efectuar una evaluación diagnóstica inicial del programa de Lengua Árabe y Cultura Marroquí (LACM) en España. Para ello, se aplicó el cuestionario a una muestra piloto, conformada por un total de setenta padres y madres de alumnado matriculado en el programa, concretamente, en las etapas de educación primaria y secundaria de las ciudades de Sevilla y Almería. Se calculó la consistencia interna a través del coeficiente Alpha de Cronbach, mostrando buenos índices de fiabilidad según los expertos. Para la validez de contenido se llevó a cabo un juicio de expertos y se analizó la confiabilidad o grado de acuerdo entre los mismos con el coeficiente Alpha de Krippendorff. La validez de constructo se efectuó a través de un Análisis Factorial Exploratorio y un Escalamiento Multidimensional No Métrico o PROXSCAL. Los resultados obtenidos sugieren que se trata de un instrumento eficaz para evaluar la opinión de las familias sobre el programa y el aprendizaje de la lengua árabe por parte de sus hijos e hijas