Effects of Project-Based Learning on EFL Learners' Engagement in Writing Class
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Abstract
Connecting language classrooms with project-based learning might be the potential framework for enhancing EFL learners’ engagement in writing classes. However, investigating whether project-based learning, as a new field within ELT with unique pedagogical affordances, can enhance learners’ engagement in writing class is still lacking in the literature. Accordingly, this study aimed to investigate the effect of project-based learning on EFL learners' engagement in writing classes. The study employed a single-group pretest-post-test quasi-experimental design. Twenty-three third-year EFL undergraduate students enrolled in the Advanced Writing Skills I course were selected using a comprehensive sampling method. The data were gathered through a self-reported survey and an interview and analyzed through a paired sampled t-test, and narration. The data gained from the self-reported survey indicated that students showed higher engagement levels while learning writing through project-based learning. In addition, interview data showed that students feel optimistic about Project Based Learning in their engagement in writing class. The findings revealed that project-based learning enhances students' engagement in writing classes. Therefore, project-based learning is suggested to improve students' engagement in writing classes by increasing their behavioral, cognitive, and emotional engagements, which are particularly important in learning.
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