Evaluation of a Project-Based Learning Model in Efl Learning at Tertiary Level

Undergraduates’ Voices

Bibliographic Data

ID23038890
AuthorsThi Thuong Nguyen, Thuong Thi Nguyen (0000-0003-0474-4317, Hanoi University of Culture, corresponding author)
Year2025
Volume41
Issue3
Pages157-169
Publication date2025-06-27
Open AccessYes
TypeARTICLE
VenueVNU Journal of Foreign Studies (JOURNAL)
Journal identifiersISSN: 2525-2445 • E-ISSN: 2525-2445
PublisherVietnam National University of Languages and International Studies (PUBLISHER)
DOI10.63023/2525-2445/jfs.ulis.5518
OpenAlexW4411748418
LanguageEN
References cited6

In the context of this study, a project-based learning (PBL) model has been employed to teach EFL students in a university for three years, since 2022, yet no official research has been done to evaluate its effectiveness as well as the suitability of the model. The present study, therefore, aimed to examine EFL students’ perceived benefits and challenges of this PBL model at tertiary level. A mixed methodology was applied to collect data through a survey questionnaire and written reflections from a sample of 87 C1 level students after they finished their first semester in a public university in Vietnam. The findings showed that PBL had a positive impact on students’ language skills, transferable skills and attributes to a varying extent. The study also revealed certain challenges of PBL implementation including project design and students’ competence related ones. These findings are expected to provide preliminary insights into a PBL model employed for EFL teaching at tertiary level and contribute to the literature on this teaching method.

Mathematics education · Pedagogy · Tertiary level · Problem and Project Based Learning · Psychology

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Open DOIOpen Access