Exploring Students’ Perspective on Project Based Learning Approach

Abstract

In recent years, there has been a growing emphasis on innovative pedagogical approaches that aim to enhance language learning experiences, particularly within the realm of English for Specific Purposes (ESP). One such approach that has gained traction is project-based learning (PjBL), which offers a dynamic framework for integrating language acquisition with disciplinary content and real-world problem-solving. This study investigates students’ perceptions of project-based learning (PjBL) within the English for Specific Purposes (ESP) class. With a focus on understanding how learners engage with and perceive PjBL methodologies in ESP contexts, this research employs a qualitative approach, utilizing interviews and observation to gather insights from a participant of 15 students. Findings reveal multifaceted perspectives on the efficacy, challenges, and benefits of PjBL in ESP education. Students express positive perceptionss toward PjBL, noting its effectiveness in enhancing language proficiency, fostering critical thinking skills, and promoting real-world application of language learning. However, issues such as time constraints and varying levels of group dynamics also emerge. These findings highlight the importance of tailored pedagogical strategies that align with students' needs and preferences, suggesting avenues for enhancing PjBL implementation in ESP classrooms. This study contributes to the ongoing discourse on innovative pedagogical approaches in language education, providing valuable insights for educators, curriculum developers, and policymakers aiming to optimize learning experiences in ESP contexts.