Project-Based Learning in Language Teaching
DOI:
https://doi.org/10.69760/egjlle.2505009Keywords:
project-based learning, language teaching, learner motivation, collaboration, assessmentAbstract
This article explores the use of Project-Based Learning (PBL) in language teaching, synthesizing findings from empirical studies conducted between 2000 and 2024. PBL is an instructional approach where students engage in real-world, long-term projects that require them to use language for authentic communication. The review highlights the positive impact of PBL on language development, particularly in speaking, listening, reading, and writing skills. Key benefits include increased learner motivation, greater autonomy, and the development of 21st-century skills such as collaboration, critical thinking, and digital literacy. However, challenges such as time constraints, group dynamics, and assessment complexities are also identified. Teachers’ roles in providing guidance, scaffolding, and clear assessment rubrics are critical for effective PBL implementation. The article discusses how PBL aligns with communicative language teaching (CLT) and task-based language teaching (TBLT), emphasizing its potential to create meaningful, interactive, and student-centered learning environments. Future research is recommended to address the challenges in PBL implementation and to explore its long-term effects on language proficiency across diverse learner contexts.
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