Developing Writing Skills through Project-Based Learning (PBL) Approach in ESL Classroom

Teaching language skills in separation has been practiced for decades, which demonstrated to be less effective for students’ language learning. This study aims to introduce a project-based learning (PBL) approach in developing students’ writing skills in the target language, English language. Other than the PBL approach, this study is underpinned by social constructivist theory. This PBL project was conducted for three weeks. It involved 22 students from the Faculty of Music at a higher education institution. They were assigned a problem-solution essay task on real issues that they observed within their faculty. Then, they would need to prepare a video and present. A survey was conducted after tasks completion in order to gauge their perception of their writing abilities. The findings indicate that students’ perceived improvements in grammar, vocabulary use, sentence construction, and writing clarity after participating in the PBL project. Positive perceptions of PBL were also reported with students’ increased confidence, motivation, and willingness to write in English. These findings show that PBL supports integrated language learning, and improves students’ writing alongside other language skills. It is recommended for future research to replicate the study through different delivery modes, such as online platforms, with other groups of students. The approach can also be applied in other contexts and environments.

Writing Skills, Project-Based Learning, Perception, Social Constructivist Theory

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