FROM IDEAS TO ESSAYS: EVALUATING PROJECT-BASED LEARNING IN WRITING PEDAGOGY

Abstract

English writing proficiency is a crucial skill for English as a Second Language (ESL) students. However, mastering this skill remains a significant challenge due to its difficulties as well as ineffective teaching strategies and learning approaches. In light of this, there is a growing need for innovative approaches to writing instruction. This article explores the potential of Project-Based Learning (PjBL) as a 21st century learning approach to improve ESL students’ writing skills. This article examines the advantages and challenges of implementing PjBL to enhance ESL students’ writing skills. PjBL is rooted in the ‘learning by doing’ paradigm, enabling students to actively apply their prior knowledge to real-life situations. By emphasizing practical language use, PjBL equips students with skills relevant to their future. PjBL has been found to enhance the structure, coherence, and grammar of essays, thereby improving the quality of written output. While PjBL enhances many aspects of writing, other studies suggest potential drawbacks, such as lower content quality and coherence in students’ writing. Thus, it is essential to understand the contexts and conditions under which PjBL is most effective in writing instruction. This study underscores the importance of a nuanced understanding of when and how PjBL can be used effectively in writing instruction and highlights the broader benefits PjBL offers, including the development of soft skills crucial for personal and professional success. By addressing these challenges and identifying the potential of PjBL, educators can provide students with the skills they need to become proficient writers and well-rounded individuals.