Abstract
This quasi-experiment investigation was aimed at implementing project-based instruction into an English for Science course at Chiang Mai Rajabhat University, Thailand. The endeavor was conducted in the first semester, 2012, with 112 students in two classes. The students were of very low English proficiency levels and were lowly motivated to study the language. The textbook used in this investigation was a compilation from various sources and the topics included topic selection, main idea, note-taking and paraphrasing, summarizing, synthesizing data, writing an outline, and oral presentation. It was found that the students were able to carry out the instructional steps and the final project of each group. What was surprising was that they were happy to have studied the course and their attitude toward learning English was changed in a positive way. Their ability to deliver their projects at the end of the semester greatly enhanced their confidence, proficiencies and self-esteem.
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