Unlocking Learners' Potential through Project-Based Learning: Factors Influencing Students’ Engagement in the EFL Classes

Hind Maalfi, Amar Faryat, Hind Brigui

Abstract


Engagement is widely recognized as a key factor in the success of the learning process. Project-based Learning (PjBL) seems to stand out as an approach promoting this factor. This qualitative case study explores how students engage in the PjBL classroom and investigates the key factors influencing students' engagement. This study used a convenience sampling method and took common core students as its population. Participants were taught through PjBL for 8 weeks. Data were collected through field observations during the implementation, and semi-structured interviews after the implementation. Data were analyzed using thematic analysis. Findings reveal considerable levels of students' behavioral, cognitive, emotional, agentic, and social engagement in the PjBL classroom. This paper also determined interest, collaboration, group dynamics, voice and choice, desire for achievement, and instructor support, as factors that enhance students' engagement. This approach is found to foster a supportive learning environment conducive to learning. Given its advantages, it deserves more attention from curriculum designers.

Keywords


EFL, Engagement, Project-Based Learning

Full Text:

PDF

References


Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. Edutopia. https://files.eric.ed.gov/fulltext/ED539399.pdf

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House, 83(2), 39-43. https://doi.org/10.1080/00098650903505415

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398. https://doi.org/10.1080/00461520.1991.9653139

Bouqetyb, T. (2021). Project work in Moroccan EFL classrooms: Between the official guidelines’ recommendation and the challenges of implementation. Arab World English Journal, 12(4), 462–475. https://dx.doi.org/10.24093/awej/vol12no4.30

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Buck Institute for Education. (2019). Gold standard PBL: Essential project design elements. PBLWorks. https://www.pblworks.org/what-is-pbl/gold-standard-project-design

Chang, Y., Choi, J., & Şen-Akbulut, M. (2024). Undergraduate students’ engagement in project-based learning with an authentic context. Education Sciences, 14(2), 168. https://doi.org/10.3390/educsci14020168

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.

Dewey, J. (1938). Experience and Education. Macmillan.

Dewi, A. A., & Roslaini, R. (2024). Factors Influencing EFL Students' Engagement in Project-Based Learning within ICT-Integrated Classrooms. JELITA: Journal of English Language Teaching and Literature, 5(2), 570–587.

Faro, M. H., Gutu, T. S., & Hunde, A. B. (2025). Major factors influencing student engagement in Ethiopian higher education institutions: Evidence from one institution. PlOS ONE, 20(2), e0318731. https://doi.org/10.1371/journal.pone.0318731

Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

Groves, R. M., Fowler, F. J., Couper, M. P., Lepkowski, J. M., Singer, E., & Tourangeau, R. (2009). Survey methodology (2nd ed.). Wiley.

Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903

Hosseini, H. M., Fathi, J., Derakhshesh, A., & Mehraein, S. (2022). A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners. Frontiers in Psychology, 13, 933842. https://doi.org/10.3389/fpsyg.2022.933842

Khoudri, I., Khoudri, A., & Zeriouh, M. (2023). Enhancing EFL learner autonomy through project-based learning: The case of secondary school students. Journal of English Language Teaching and Linguistics, 8(3). https://jeltl.org/index.php/jeltl/article/view/1199

Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317-334). Cambridge University Press.

Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the standard for project-based learning: A proven approach to rigorous classroom instruction. ASCD.

Ministry of National Education, Vocational Training, Higher Education and Scientific Research. (2019). Strategic Vision 2015–2030: For a School of Equity, Quality and Promotion. Rabat, Morocco.

Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE.

Pudjiarti, E. S. ., Rusdarti, Lintong, M. M. ., & Hamu, F. J. . (2024). The power of project-based learning: A catalyst for student engagement, collaboration and academic excellence. International Journal of Education and Practice, 12(3), 606–621. https://doi.org/10.18488/61.v12i3.3735

Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595. https://doi.org/10.1037/a0032690

Salam, F., Mailok, R., Ubaidullah, N., & Ahmad, U. (2016). The effect of project-based learning against students’ engagement. International Journal of Development Research, 6(02), 6891-6895.

Sánchez García, R. (2023). Implementation and assessment of project-based learning in a flexible environment. International Journal of Educational Technology and Science, 3(1), 45–56. https://doi.org/10.1016/j.ijets.2023.01.005

Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences. (pp. 97–118). Cambridge University Press.

Thomas, J. W. (2000). A Review of Research on Project-Based Learning. The Autodesk Foundation.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Yu H. (2024). Enhancing creative cognition through project-based learning: An in-depth scholarly exploration. Heliyon, 10(6), e27706. https://doi.org/10.1016/j.heliyon.2024.e27706

Zhang, L., & Ma, L. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14, 1234567. https://doi.org/10.3389/fpsyg.2023.1234567

Zhong, Y., Ismail, L., & Ahmad, N. K. (2023). Factors Influencing Engagement in Project-Based Learning Among College EFL Speakers. International Journal of Learning, Teaching and Educational Research, 23(1), 16–34. https://doi.org/10.26803/ijlter.23.1.16

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.




DOI: http://dx.doi.org/10.21462/jeltl.v10i1.1521

Refbacks

  • There are currently no refbacks.




JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email: journal.eltl@gmail.com

Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: