Perceptions of the Use of Project Based-Learning in the EFL Context


The goal of this study was to determine the views of students about project-based learning (PBL) in an EFL setting. This was a descriptive qualitative study with 31 participants who filled out a questionnaire. The findings revealed that students had a positive impression of the PBL method and agreed that it should be used in the learning process. Furthermore, the PBL had benefits for students’ learning. Based on these findings, language teachers and teacher educators can use PBL as a teaching method to improve students’ perception and performance in the learning process.

Keywords: English language learning, perception, project-based learning

[1] E. Irawati and Jumariati, “Problem-Based Learning in English Writing Classroom : A Study on Students’ Perceptions toward Its Impacts,” International Journal of English and Education, vol. 6, no. 3, 2017.

[2] M. Souza, R. Moreira, and E. Figueiredo, “Students perception on the use of projectbased learning in software engineering education,” in ACM International Conference Proceeding Series, 2019, pp. 537–546. doi: 10.1145/3350768.3352457.

[3] H. G. Schmidt, H. T. van der Molen, W. W. R. te Winkel, and W. H. F. W. Wijnen, “Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school,” Educational Psychologist, vol. 44, no. 4, pp. 227–249, 2009, doi: 10.1080/00461520903213592.

[4] A.-A. S. Alsamani and A. S. Daif-Allah, “Introducing Project-based Instruction in the Saudi ESP Classroom: A Study in Qassim University,” English Language Teaching, vol. 9, no. 1, p. 51, 2015, doi: 10.5539/elt.v9n1p51.

[5] A. Chappell, “Using the ‘grieving’ process and learning journals to evaluate students’ responses to problem-based learning in an undergraduate geography curriculum,” Journal of Geography in Higher Education, vol. 30, no. 1, pp. 15–31, 2006, doi: 10.1080/03098260500499584.

[6] S. Bethell and K. Morgan, “Problem-based and experiential learning: Engaging students in an undergraduate physical education module,” Journal of Hospitality, Leisure, Sport and Tourism Education, vol. 10, no. 1, pp. 128–134, 2011, doi: 10.3794/johlste.101.365.

[7] Y. Cho and C. Brown, “Project-based learning in education: Integrating business needs and student learning,” European Journal of Training and Development, vol. 37, no. 8, pp. 744–765, 2013, doi: 10.1108/EJTD-01-2013-0006.

[8] P. Hallinger and J. Lu, “Implementing problem-based learning in higher education in Asia: Challenges, strategies and effect,” Journal of Higher Education Policy and Management, vol. 33, no. 3, pp. 267–285, 2011, doi: 10.1080/1360080X.2011.565000.

[9] K. Meyer and S. Wurdinger, “Students’ Perceptions of Life Skill Development in Project-Based Learning Schools,” Journal of Educational Issues, vol. 2, no. 1, p. 91, 2016, doi: 10.5296/jei.v2i1.8933.

[10] T. El-Maaddawy, H. El-Hassan, and H. Al Jassmi, “Student perceptions of the use of project-based learning in civil engineering courses,” in IEEE Global Engineering Education Conference, EDUCON, 2018, vol. 2018-April, pp. 243–250. doi: 10.1109/EDUCON.2018.8363235.

[11] D. R. Adams, “An Empirical Study on Teachers ’ and Students ’ Perception of Project Based Learning,” Theses and Dissertations, pp. 1–58, 2018.

[12] L. L. Hu, S. S. Tseng, and J. F. Weng, “Building project-based learning platform for the capstone project,” in Workshop Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 2015, pp. 95–104.

[13] N. L. Fatmawati, “Pelaksanaan Pembelajaran Berbasis Proyek Pada Mata Kuliah Integrated English Untuk Mahasiswa Sastra Inggris,” Alpen: Jurnal Pendidikan Dasar, vol. 2, no. 1, pp. 26–35, 2018, doi: 10.24929/alpen.v2i1.14.

[14] J. G. Bradley, “Teachers, Leaders, and Schools: Essays by John Dewey,” Education and Culture, vol. 32, no. 1, pp. 153–155, 2016.

[15] H. E. Vidergor and M. Krupnik-Gottlieb, “High order thinking, problem based and project based learning in blended learning environments,” in Applied Practice for Educators of Gifted and Able Learners, 2015, pp. 217–232. doi: 10.1007/978-94- 6300-004-8_11.

[16] C. T. William, “Mere exposure effects for affectively valenced stimuli,” 2003.

[17] T. Hawkins, Emergence of the Theory of Lie Groups. 2000. doi: 10.1007/978-1-4612- 1202-7.

[18] M. Rabinovich and L. Kacen, “Advanced relationships between categories analysis as a qualitative research tool,” Journal of Clinical Psychology, vol. 66, no. 7, pp. 698–708, 2010, doi: 10.1002/jclp.20693.

[19] N. Anaz, “Bart Simpson reveals reality,” Geographical Bulletin - Gamma Theta Upsilon, vol. 52, no. 2, pp. 73–76, 2011.

[20] L. Adams, “Research & report,” Probation Journal, vol. 65, no. 3. pp. 348–349, 2018. doi: 10.1177/0264550518789809.

[21] S. P. Robbins, “Organizational Behavior Concept, Controversiest, Applications, 6 Ed.,” Pretince Hall.” Inc. Eaglewood, Cliff, New Jersey, 2003.

[22] C. Patton, “‘Some kind of weird, evil experiment’: Student perceptions of peer assessment,” Assessment and Evaluation in Higher Education, vol. 37, no. 6, pp. 719–731, 2012, doi: 10.1080/02602938.2011.563281.