Unlocking the Potential of Project-Based Learning in English Language Education: A Systematic Review of Benefits, Challenges, and Implementation Strategies

Abstract

This study conducts a systematic review of the efficacy of Project-Based Learning (PjBL) as a pedagogical approach in English Language Learning (ELL). Given the increasing need for communicative competence in English amidst global demands, conventional grammar-focused methods fall short of fostering practical language skills. PjBL, emphasizing real-world project engagement, offers an alternative that aligns with communicative and student-centered principles. This review synthesizes findings from recent literature published between 2000 and 2024 to evaluate PjBL’s impact on language proficiency, student engagement, and the development of 21st-century skills. Evidence suggests PjBL effectively enhances students’ communicative competence, boosts motivation, and fosters critical thinking. However, challenges related to group dynamics, curriculum integration, and assessment complexities remain. The study concludes with recommendations for improving PjBL’s implementation in language education, advocating for enhanced teacher training and adaptable assessment methods. This research underscores PjBL’s potential to reshape ELL practices, though ongoing empirical investigation is essential to optimize its application in diverse learning contexts.