THE EFFECTIVENESS OF PROJECT-BASED LEARNING IN ENGLISH CLASSES
Keywords:
Project-Based Learning; English language teaching; learner autonomy; motivation; collaboration; critical thinking; 21st-century skillsAbstract
This paper examines the effectiveness of Project-Based Learning (PBL) in English language education. PBL emphasizes student-centered instruction where learners actively engage in real-world tasks, collaborate with peers, and integrate multiple language skills. Unlike traditional teacher-centered methods, PBL fosters critical thinking, creativity, and problem-solving abilities while simultaneously improving linguistic competence. Evidence from recent classroom practices shows that projects such as group presentations, research tasks, and multimedia productions enhance students’ motivation and promote authentic use of English. Moreover, PBL encourages learner autonomy, intercultural communication, and the development of 21st-century skills. Despite challenges, including time management and assessment difficulties, PBL has proven to be an effective approach in making English classes more interactive, meaningful, and outcome-oriented.
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