PROJECT-BASED LEARNING AS AN EFFECTIVE METHOD IN ENGLISH LANGUAGE TEACHING

Abstract

In modern education, innovative teaching methods are becoming increasingly important in improving students’ academic achievement and practical skills. Among these methods, Project-Based Learning (PBL) is considered one of the most effective student-centered approaches in English language teaching. This article analyzes the effectiveness of PBL based on literature review and comparative analysis methods. Various scientific studies and scholarly articles related to Project-Based Learning were examined and compared. According to Thomas (2000), PBL is based on constructivist investigation, autonomy, realism, and driving questions. Similarly, Zhang and Ma (2023) found that project-based learning significantly improves students’ academic achievement, affective attitudes, and higher-order thinking skills compared to traditional teaching methods. Bell (2010) emphasized that PBL helps learners develop 21st-century skills such as collaboration, creativity, communication, and critical thinking. Furthermore, Blumenfeld et al. (1991) stated that project-based activities increase students’ motivation and active participation in the learning process. The findings of this study indicate that Project-Based Learning creates an interactive and meaningful learning environment in English language classrooms and contributes to the development of communication and problem-solving skills. Despite some implementation challenges, PBL remains an effective and modern educational approach for developing independent and active learners.