The Effects of Project-Based Learning (PBL) in EFL Context: General Language Development and Personal Empowerment

Abstract

The study primarily aims to find out the benefits and challenges of project-based learning (PBL) on the learners’ general learning experiences, their development in English, and personal growth regarding human rights. This study has one-group post-test only design within the mixed methods research design model. The participants of this study were 30 EFL students and the collected quantitative data was analyzed using descriptive statistics in SPSS. The qualitative data gathered through reflection papers were analyzed through thematic analysis. The results revealed that project-based learning had positive impact on learners’ experiences in general and cooperative learning. It was also recorded that in addition to the acquisition of new knowledge and skills in promoting human rights, project-based learning also positively affected learners’ language improvement in English. The most challenging point indicated by the participants was related to finding credible sources and identifying reliable information.

A Hybrid Collaborative Project- Based Course for Developing 21st Century Skills, Academic Achievement and Attitude towards PBL among Gen Z Junior English Major Student Teachers

“…The present study provides evidence for the effectiveness of using hybrid Project-based learning approach in developing English major student teachers" 21 st Century Skills, academic achievement and their positive attitudes towards PBL. The findings of the current study corroborate the previous relevant studies that investigated the effect of using PBL approach in general on developing language skills such as writing as proved by Thitivesa and Essien (2013), Giawa (2022), Ilham (2022); EFL productive skills such as Rochmahwati (2016), andAstawa, Artini andNitiasih (2017); and language proficiency improvement in general such as Imtiaz and Asif (2012), Arabloo et al (2021), andYaprak (2022). Moreover, it substantiates the results reached by other similar studies that PBL had a significant effect on improvement of 21st century skills (4Cs) such as Vicheanpant andRuenglertpanyakul (2012), Bani-Hamad andAbdullah (2019), Badr (2021), Haniah et al (2021), Sari and Prasetyo (2021), and Al-Bahadli et al (2023.…”

“…Several studies have revealed project-based instruction as being capable of providing English language learners with prospects for comprehensible output and integrated language learning. For instance, PBL proved to be effective in enhancing EFL writing skills (Thitivesa& Essien, 2013;Giawa, 2022;Ilham, 2022), EFL productive skills (Astawa, Artini & Nitiasih, 2017), and language proficiency improvement in general (Arabloo et al, 2021;Yaprak, 2022). Moreover, PBL has a significant effect on improvement of 21st century skills (4Cs) among secondary school students (Bani-Hamad& Abdullah, 2019;Badr, 2021;Haniah et al, 2021;Sari& Prasetyo, 2021).…”