Project-based learning in English for specific purposes instruction in higher education

Opportunities and challenges

Bibliographic Data

ID21536220
AuthorsSnežana Zečević (0000-0001-7151-1367), Branislava Dilparić (0000-0002-0656-198X), Ana Andrejević (0000-0003-1789-2490)
Year2025
Volume55
Issue3
Pages59-79
Publication date2025-01-01
Open AccessYes
TypeARTICLE
VenueZbornik radova Filozofskog fakulteta u Pristini (JOURNAL)
Journal identifiersISSN: 0354-3293 • E-ISSN: 2217-8082
PublisherCentre for Evaluation in Education and Science (CEON/CEES) (PUBLISHER)
DOI10.5937/zrffp55-60473
OpenAlexW4415522698
LanguageEN
References cited35

Project-based learning (PBL) is increasingly recognized as a pedagogically effective approach in English for Specific Purposes (ESP) instruction at the tertiary level of education. As a student-centered model, it offers numerous educational benefits, including enhanced learner motivation, the development of practical skills, and improved collaboration. However, it also entails a range of challenges and limitations, as evidenced in a growing body of theoretical and empirical literature (Becket & Miller, 2006; Fragoulis & Tsiplakides, 2009; Bell, 2010; Đorđević & Blagojević, 2017; Boss & Larmer, 2018; Kniazian et al., 2021; Tuyen & Tien, 2021; Anđelković et al., 2022). This paper employs a qualitative content analysis of selected studies to explore the core dimensions of PBL implementation in ESP instruction. The analysis focuses on: (1) the necessity of integrating PBL activities into ESP curricula in the context of contemporary global society; (2) the key characteristics of the PBL approach; (3) theoretical foundations and guiding principles for its implementation in ESP courses; (4) the opportunities and challenges of PBL in ESP contexts based on students' perspectives; and (5) pedagogical implications, including limitations and recommendations for further research. The dual aim of this review is to emphasize the pedagogical potential of PBL as a modern, student-centered approach to ESP teaching and to encourage further inquiry into course design and curriculum development aimed at fostering student competences required for meaningful participation in the global knowledge-based society (Popovska & Piršl, 2013, p. 43)

Curriculum · Curriculum development · English for specific purposes · Problem-based learning · Qualitative research · Teaching method · Higher Education Learning Practices · Second Language Learning and Teaching · Technology-Enhanced Education Studies

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