Effects of project-based learning on EFL learners' writing performance

Area of Science:

• Applied Linguistics
• Educational Technology
• Second Language Acquisition

Background:

• Connecting language classrooms with 21st-century skills is crucial for EFL writing enhancement.
• Project-based learning (PBL) offers unique pedagogical affordances for English Language Teaching (ELT).
• Further research is needed to establish PBL's impact on EFL writing skills.

Purpose of the Study:

• To investigate the impact of project-based learning on EFL learners' writing performance.
• To determine the extent to which PBL enhances writing skills in an EFL context.

Main Methods:

• Quasi-experimental design with an interrupted pre-test-post-test time series.
• Participants: 23 third-year EFL undergraduate students.
• Data collection: Essay writing tests and interviews; analysis via repeated measures ANOVA and narration.

Main Results:

• Project-based learning significantly enhanced EFL learners' writing performance.
• Students reported optimism regarding PBL's positive effects on writing, idea generation, and cooperation.
• PBL fosters idea generation, data collection, organization, cooperation, and communication skills.

Conclusions:

• Project-based learning is a valuable pedagogical method for ELT writing classes.
• PBL enhances writing skills through practical application, real-world relevance, and collaborative activities.
• Teachers can integrate PBL to improve writing by focusing on diverse genres and collaborative tasks mirroring professional settings.