The Impact of Incorporating Project-Based Learning (PjBL) in Pre-University Courses on Language Skills Development

Abstract

This research investigates the impact of integrating project-based learning (PjBL) into Teaching English as a Second Language in pre-university courses to enhance language skills development. Despite the growing emphasis on communicative and interactive approaches in language education, traditional teaching methods in English language courses at tertiary level studies often fall short in actively engaging students and fostering practical language skills. Many students struggle with applying language concepts in real-world contexts, leading to insufficient proficiency in listening, speaking, reading, and writing. The study examines how PjBL methodologies influence students' proficiency in listening, speaking, reading, and writing within the tertiary level English language teaching and learning context. A mixed-methods approach is employed, utilizing both quantitative assessments of language skill outcomes and qualitative analysis of student perceptions and experiences. A survey questionnaire consisting of both close and open-ended questions is created to obtain responses for the mixed method. Findings suggest that PjBL fosters significant improvements in language acquisition by promoting active engagement, authentic language use, and collaborative learning. Implications for curriculum design and instructional practices in English language teaching and learning practices are discussed based on the study's outcomes.