Abstract
This study explores how lecturer learning advisors using project-based learning improve second-semester English education students' writing skills at Muhammadiyah University Pringsewu Lampung. Employing descriptive qualitative methods including observations, documentation, and interviews, the research reveals that students initially struggle with expository text structures. However, lecturer learning advisors play a crucial role by raising awareness of their roles as writers and motivating them to excel. This support significantly enhances students' writing skills. The study highlights the lecturer's effective fulfillment of their roles within the project-based learning framework, promoting active student engagement, creativity, and critical thinking
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