The effectiveness of project-based

learning (PBL) in developing Students'

English language skills

‫فاعلية التعلم القائم على المشاريع في تنمية مهارات اللغة‬

‫اإلنجليزية لدى الطالب‬

By:
Naba Mahmoud Tiema

Supervised by:

Asst.Inst. Muhammad Qais

1444:AH 2023: AM
 Chapter one
Introduction
1.1 Background of the Study
Project-Based Learning (PBL) is an instructional approach that
focuses on engaging students in active learning by involving them in real-
world, meaningful projects. In PBL., students work on projects over an
extended period, investigating and responding to complex questions,
challenges, or problems. These projects are designed to be authentic,
requiring students to apply their knowledge and skills to solve practical
issues or create tangible products Yangari, M.; Inga, E (2021:487)
Project-based learning (PBL) allows student motivation, collaborative
learning, research, and problem solving through different technological
media, communication, and spontaneous expression. In this teaching and
learning process, students assume the central role while teachers guide
them through each proposed step to achieve effective project outcomes
Liao, Y.; Chen, M (2023:47)
PBL, or problem-based learning, is a pedagogical strategy that
develops interest in reading and enhances English language
comprehension Cueva, A.; Inga, E. (2022:207)
This approach is based on the premise that students acquire
knowledge and skills more effectively when engaged in meaningful and
practical projects, rather than simply by rote memorization in the context
of project- based learning, students are responsible for planning,
researching, developing and presenting projects aligned with their areas
of interest Caeiro-Rodriguez, M.(2018: 159-177)
Therefore, project-based learning is a methodology that contributes
significantly to the educational field, both in teaching work and in the
comprehensive development of students. It suggests different effective
methods to motivate students to practice Based Learning (PBL)
effectively, and develop their cognitive skills and behavioral and
procedural abilities. Moreover, it encourages future professionals in their
work Inga, E.; Inga, J (2021:188)
Project Based Learning (PBL) is one of the approaches that focuses
on teaching through involving students in the investigation. Maulany
(2013, p. 33) found out that implementing PBL in teaching English as a
Foreign Language made students actively engage in project learning.
Also, it enhanced the students' interest, motivation, engagement, and
enjoyment.
It encouraged social learning that could increase
collaborative skills. In addition, Bas (2011, p. 2) revealed that
PBL improved the quality of learning and led to higher-level
cognitive development through the students' engagement with
complex and novel problems.meaningless.As stated by Fried-
Booth (Fried-Booth, 1997),
PBL is useful by placing learners in situations that require
Realistic use of language in order to communicate (e.g., being
part of a team or interviewing others).
When Learners work in pairs or in teams, they find they
need skills to plan, organize, negotiate, make their points, And
arrive at a consensus. about issues such as what tasks to
perform, who will be responsible for each task, And how
information will be researched and presented. Although PBL
projects are defined in advance by the instructor, yet they are
complex, and cannot be Solved by one correct or easy-to-find
response.
For instance, medical students learn to diagnose and treat
actual Patients to some degree, this is something that can't be
learn in a lecture hall.
Dissimilar to textbook-driven Instruction, problem-based
learning places the student in control of asking questions and
determining the Answers.. Based on the collaborative nature of
project work, students can develop. skills needed to improve
their English language proficiency
1.2 Research Problems
English language learning is afundamental skill in the age of
globalization. It has become the lingua franca of business,
science, technology, and entertainment Project-based learning
Hu, M., & Zhang, Y. (2018) (PBL) is an instructional approach
that focuses on solving real- world problems through
collaborative projects. Studies have shown that PBL can be
effective in developing a variety of skills, including critical
thinking, problem-solving, and collaboration however, there is a
need for. more research to evaluate the effectiveness of PBL in
developing English language skills in students. Most studies in
this area have been small scale or conducted in specific
educational contexts.
1.3 Research question
The study tries to find answers for the following research
questions:
What extent is project-based learning effective in improving
speaking skills?
1.4 Research Objectives
This Research objective to investigate the followings:
1. To examine the effectiveness of project-based learning in
enhancing students' writing proficiency in English.
2. To explore the development of vocabulary knowledge and
usage through project-based learning. To evaluate the
collaborative and teamwork skills fostered by project-
based learning in English language classroom.
1.5 Conceptual Framework
The conceptual framework for studying the effectiveness of
project-based learning (PBL) in developing students' English
language skills involves understanding the principles of PBL
and its potential impact on language acquisition.
In the context of English language skills development, the
framework may include assessing students' proficiency levels
before and after engaging in PBL activities. It could also explore
the role of various factors researchers might investigate the
connection between PBL tasks and language skills like reading,
writing, speaking, and listening.
By analyzing these components within the conceptual
framework. Educators and researchers can gain insights into
how PBL can be optimized to effectively enhance students'
English language skills.
1.6 Definition of Key Terms
Project-Based Learning (PBL):
Project-Based Learning is a teaching method in which
students gain knowledge and skills by working for an extended
period to investigate and respond to an authentic, engaging, and
complex question, problem, oг challenge Lehmann et al.
(2008:283-295)
Effectiveness:
Effectiveness refers to the degree to which something is
successful in producing the desired results or outcomes. Inl the
context of the study, it assesses how well project-based learning
contributes to the improvement of students' English language
skills Khansir.A. (2014:259-268).
English Language Skills:
English language skills encompass a range of abilities related
to the English language, including reading, writing, speaking,
and listening.
Reading involves understanding written texts, writing
involves creating coherent and grammatically correct written
pieces, speaking involves verbal communication, and listening
involves comprehending spoken language. These skills are
essential components of language proficiency and are crucial for
effective communication in English Rubin (1975:41- 51).
1.7 Significance of the Study:
The current study can important in promoting project-based
education. In language learning. It can lead to the development
of more effective teaching methods and improved language
proficiency. This knowledge can. Contribute to more targeted
language programs, leading to improved reading, writing,
speaking and listening abilities among students. And developing
basic skills. So that students are more prepared to face future
academic and professional challenges.improving
communication skills, which helps students develop oral and
written communication skills. In short, it is important to check
the effectiveness of learning. Project-based learning in
developing students' English language skills is important
because it enriches education, enhances language mastery,
develops essential skills and prepares students for success in a
globalized world.
1.8 Chapter Summary
This chapter titled as introduction" focuses on the background of
the study, Research problem, research questions, research
objectives, definitions of key terms (such as: teaching strategies
and learning disabilities) and finally the significance Of the
study.

Chapter two
Literature review
2 Introduction
Although numerous previous studies admitted that learning a
language in a remote set- ting is effective and advantageous thanks to the
development and success of CALL (Computer-Assisted language
learning) and CELLSS (Computer Enhanced Language- Learning
Support System) [Boonrasamee, N :604-621]. Remote learners benefit
from making knowledge. actively, giving feedback, and having
collaborative intelligence and metacognition, thanks to the advantages of
technologies. Furthermore, remote learners are easily suc- cessful in the
online learning process when freely accessing a great amount of academic
information. However, for the remote learners at HCMCOU, it is hard to
freely access this academic knowledge when most of them are adult
learners taking charge of differ- ent roles with various responsibilities, so
this may cause the limitation in capabilities of accessing, perceiving,
analyzing, and evaluating that academic knowledge Boonrasamee, N of
remote learners. For that reason, PBL was applied with the hope that
learners will have more learning environments to get involved in, to self-
organize, self-practice, and self- correct their mistakes [11] to improve
their limitations and help learners improve their English-speaking skills.
PBL was founded at the beginning of the 20th century and based on the
theory of learning by doing of John Dewey, which reflected the nature of
constructivism of many famous scientists such as Perkins, (199)1; Piaget,
(1969); Vygotsky, (1978). These specialists agreed that whenever learners
love to construct their own knowledge, they definitely have
communication environments and their constructed knowledge relies on
their knowledge backgrounds. Applying PBL is a way of creating a
learning environment that enables learners to identify their own
difficulties and challenges within the learning process . [Wolk, S:42-45]
PBL enables learners to develop their autonomy because they have to
actively join the planned projects and take responsibility for their learning
[Skehan, P:2019]. Fur- thermore, PBL helps learners develop various
useful skills such as collaboration, social contact, and teamwork
activities. It means that learners can enhance their collaborative
relationship among group members and the cooperation among learners,
instructors, and other members in the learning community [Coleman, J.
A.:35-37] owning to applying PBL. Apparently, the final product of PBL
enables learners to be more confident and independent [Diana, L:2002].
and this leads to positive attitudes of learners in their learning process
[Diana, L:2002]. Learners are more motivated and interested when the
project is applied derived from learners' duties, interests and practical
tasks [Lee, A:90-282]. In the language learning aspect, PBL helps create
an opportunity for foreign language learners to integrate four language
skills harmonized and naturally [Stoller, F.:19-40]. It enables learners to
develop their intellectual and social knowl- edge, which makes learners
more energetic and active in knowledge access. This leads to autonomous
learning ability instead of depending on their instructors [Kettanun,
C:567]. It also supports learners in terms of communicative development,
problem-solving, learning- centered [Shanthi, W. G:9-11], and enhancing
listening and speaking skills in language learning as well [Shanthi, W.
G:9-11]. PBL enables learners to resolve complex, open-ended design
problems, so teach- ers need not spend much time dedicating to every
learner solving their own problems [Sola-Guirado, R:5051]. It means that
learners play important and center roles in dealing with challenges.
encountered. This is appropriate for remote learners' characteristics, so
applying PBL in teaching English speaking skills seems reasonable.
However, to apply the PBL method effectively, the following crucial
factors considered such as curriculum issues, time frame, and materials,
real-world connection[Van Lam, N:2011], instructors' support and
enthusiasm [Ngoc, N. T. B] (instructors should not be enthusiastic and
supportive because these may cause bar- riers to the learners [Ngoc, N. T.
B]), as well as learners' challenges in "struggling with finding IT tools
and authentic magazine resources, writing in magazine conventions, and
collabo-rating with peers [Ngoc, N. T. B]. Besides, ten basic stages of
conducting PBL, need to be concerned: (1) project theme, (2) final
outcome, (3) project structure, (4) & (5) demands of infor-mation
gathering, (6) & (7) compile and analyze information, (8) language
demands of the final activity, (9) & (10) presenting & evaluating the final
product [Van Lam, N. T].
2.1 Benefits of Project-Based Learning in Language
Development
Benefits of project work in second and foreign language settings
many benefits of incorporating project work in second and foreign
language settings have been suggested. First, the process leading to the
end-product of project-work provides opportunities for students to
develop their confidence and independence (Fried- Booth, 2002). In
addition, students demonstrate increased self-esteem, and positive
attitudes toward learning (Stoller, 2006:27).
Students' autonomy is enhanced (Skehan, 1998), especially when they
are actively engaged in project planning (e.g. choice of topic). A further
frequently mentioned benefit relates to students' increased social,
cooperative skills, and group cohesiveness (Coleman, 1992; Papa
giannopoulos et al, 2000: 36-37).
Another reported benefit is improved language skills (Levine, 2004).
Because students engage in purposeful communication to complete
authentic activities, they have the opportunity to use language in a
relatively natural context (Haines, 1989) and participate in meaningful
activities which require authentic language use. Authentic activities refer
to activities designed to develop students' thinking and problem solving
skills which are important in out-of-schools contexts, and to foster
learning to learn (Brown et al, 1993).
While activities are 'Anything students are expected to do, beyond
getting input through reading or listening, in order to learn, practice,
apply, evaluate, or in any other way respond to curricular content'
(Brophy and Alleman, 1991), authentic activities are tasks with real world
relevance and utility, "that integrate across the curriculum, that provide
appropriate levels of complexity, and that allow students to select
appropriate levels of difficulty or involvement" (Jonassen, 1991), as
quoted in Herrington et al, 2003).
Among other characteristics, authentic activities have real-world
relevance, provide the opportunity for students to examine the task from
different perspectives, enhance collaboration and reflection, and allow
competing solutions and diversity of outcome (Reeves et al, 2002). In
addition, project-based learning provides opportunities for "the natural
integration of language skills" (Stoller, 2006:33)
A further benefit is that because project work progresses according to
the specific context and students' interests (Kriwas, 1999:149), students
have enhanced motivation, engagement and enjoyment (Lee, 2002). From
a motivational perspective, projects being authentic tasks, are more
meaningful to students, increase interest, motivation to participate, and
can promote learning (Brophy, 2004).Enjoyment and motivation also
stem from the fact that classroom language is not Predetermined, but
depends on the nature of the project (Larsen-Freeman,2000:149).Another
set of reported benefits pertains to the development of problem-solving
and higher order critical thinking skills (Allen, 2004).
These skills are very important, since they are life-long, transferable
skills tosettings outside the classroom. Finally, according to Dornyei
(2001:100-101), among other potential benefits, project work encourages
motivation, fosters group cohesiveness, increases expectancy of success
in target language, achieves "a rare synthesis of academic and social
goals", reduces anxiety, increases the significance of effort relative to
ability, and promotes effort-based attributions
1.3 Studies on the Effectiveness of PBL in English Language
Skill Development
 Since projects are often complex, students are grouped together to
work, which nurtures communication skills and boosts even students with
different and possibly contradictory dispositions to find a mutual ground,
or at the very least a way to work together without continuous pressure.
Part of this teamwork building helps introduce students to the
specialization and delegation that are extremely prominent in the real
world. Problem-Based Learning (PBL) has been studied for its
effectiveness in English language skill development. Research suggests
that PBL can enhance language acquisition by providing real-world
contexts for language use. Students engaged in PBL often experience
improved communication skills, critical thinking. And collaborative
abilities, all of which contribute to language proficiency. However, the
success of PBL in language learning may depend on various factors,
including the design of PBL tasks, student motivation, and teacher
facilitation.

1.4 Factors Influencing the Effectiveness of PBL in

Language Learning
There are a number of factors that contribute to the effectiveness of
PBL. These include the problem (case) used, the tutor or facilitator and
the students. In this study. Student demographics were explored as factors
contributing to attitude towards and Participation in PBL
1.4.1 Cases
Cases are the driving force behind students' independent study in PBL
(Dolmanset al., 1997). When developing a PBL program, planning the
cases and linking the problems to the clinical context is important, as the
nature of student learning is to a large extent dependent on the quality and
appropriateness of the cases (Dolmans et al., 1993). Cognitive research
and practical experience with PBL have led to improvements in
identifying the characteristics of a good problem (Barrows , 1995).
A good problem provides feedback that allows students to evaluate
the effectiveness of their knowledge, reasoning and learning strategies.
The problems should also promote conjecture and argumentation. The
cases in a PBL curriculum are selected so that ideas are visited in a
number of problems across the entire curriculum (Hmelo-Silver, 2000;
Koschmann et al.,1994).
 To obtain maximum benefit from the PBL process, there are a number
of requirements that the problems must have. Good problems often
require multidisciplinary solutions and allow students to gather and see
how knowledge is a useful tool for problem-solving while also fostering
communication skills when students present their plans to the rest of their
class (Derry et al., 2002; Hmelo Silver, 2000). As students generate
hypotheses and defend them to others in their group, they publicly
articulate their current state of understanding, enhancing knowledge
construction and setting the stage for future learning (Koschmann et al.,
1994).
Το foster flexible thinking, problems need to be complex, structured
and open-ended. The problem solutions should be complex enough to
require many interrelated pieces and should motivate the students need to
know and learn. In order to support intrinsic motivation, they must be
realistic and resonate with the students. experiences. They must also
address cultural, ethical and moral issues to enhance respect to people in
the group from diverse cultures and belief systems Loudon 1999
2.4.2. Students
Students use their cognitive skills by engaging in a variety of
processes focused on problem solving, which test their hypotheses and
validate decisions that lead to determining and justifying the most reliable
diagnosis. A review of PBL literature from 1972 to 1992 indicates that
while students enjoyed interacting in a PBL. format more than a
conventional format and performed as well on clinical and faculty
Students use their cognitive skills by engaging in a variety of problem-
focused processes, which test their hypotheses and validate decisions that
lead to identifying and justifying the most reliable diagnosis. A review of
the project-based learning (PBL) literature from 1972 to 1992 indicates
that while students enjoyed the interaction in the PBL format more than
in the traditional format and performed well in summer training and
faculty evaluations, the performance of PBL students Project-based fared
significantly worse than their traditional counterparts in the first part of a
subsequent review of project-based learning studies and several meta-
analyses from 1974 to 2006 conducted by Walker and Leary (2009).
Walker and Leary (2009) point out that in almost all analyses. One of the
goals of project-based learning (PBL) is to help students become effective
collaborators.
There is little research that studies this directly. Collaborative problem-
solving groups are a key feature of project-based learning (PBL), and
existing research has focused instead. on factors that influence how well
students learn collaboratively. One assumption about project-based
learning is that the small group structure helps distribute the cognitive
load among group members, taking advantage of the distributed expertise
of group members by allowing the entire group to tackle problems that
would normally be too difficult for one student alone (Pea, 1993;
Salomon, 1993). and in the traditional PBL, model (i.e. Barrows, 2000), a
facilitator helps ensure that all students are involved in the discussion.
2.4.3. The PBL tutor
With PBL, the tutor (also called the facilitator) takes an active role in
directing and guiding students about how to tackle the case study
problems by asking questions to keep the group focused on relevant
issues. The tutor asks Socratic questions houghtful questions that enable
the student to examine his or her ideas logically and to be able to
determine the validity of those ideas with a number of aims. These
include to motivate the students to discuss only information and ideas
relevant to the case: provide triggers for the case; guide the thinking of
students; focus the group activities on issues relevant to the problem; use
the tutorial to discuss the case or the problem only and discourages non-
relevant issues; and aid the students in resolving conflicts in the group
through the application of certain behaviour that is dedicated for
resolving conflicts that occur during the tutorials. In PBL, the tutor or
facilitator is an expert learner, able to model good strategies for learning
and thinking, rather than an expert in the content itself (Hmelo ,2003).
The facilitator is responsible both for moving the students through the
various stages of PBL and for monitoring the group's process. This
monitoring assures that all students are involved and encourages them
both to externalise their own thinking and to comment on each other's
thinking (Hmelo-Silver, 2002; Koschmann et al., 1994).
The facilitator plays an important role in modelling the problem-
solving and self-direct learning (SDL) skills needed for self-assessing
one's reasoning and understanding. Facilitation is a subtle skill. It
involves knowing when an appropriate question is called for, when the
students are going off-track and when the PBL process is hindered. In a
study of an expert PBL facilitator. Hmelo-Silver (2002) found that the
facilitator accomplished his role largely through metacognitive
questioning that focused students' attention and elicited causal
explanations. From this study, Hmelo Silver (2002) concludes that the
expert facilitator must have a flexible set of strategies that can be tailored
to different stages of the PBL process. The small group size characteristic
to PBL is believed to be an effective method for increasing students'
classroom engagement (Duch et al., 2001), however, this group
interaction cannot be achieved unless a skilled facilitator who can
promote a relaxed tutorial atmosphere is present. In one study, the
students in a surgery clerkship said that two important skills that they
would like the PBL tutor to possess are helping students identify
important issues and providing feedback to students while encouraging
feedback from the group (Mayo et al., 1993). These results emphasize the
need for the facilitator to be properly trained as well as skilled and
effective.
conclusion
It is important to acknowledge a limitation of this study. Due to the
small number of participants, and the fact that we present findings from
just one case study, care should be taken in generalizing the research
findings. The activities presented in the article are a different way of
teaching local history and English as a foreign language, adopting the
pedagogical principle of exploratory learning. Students acquire
knowledge through a process of "building" it, form groups, cooperate, use
authentic, "real" information sources, process and evaluate them, take
initiatives, and make decisions. They develop autonomy because they
have choices and develop a sense of control and responsibility for their
learning, approaching learning in a way that suits their "abilities, styles
and preferences" (Skehan, 1998: 273). The teachers who implemented the
project stated that their experience gained was extremely important.
Despite problems of school infrastructure and resources available, and
lack of experience in project work, their initial fears and insecurity were
finally overcome.
They evaluated positively the potential offered by the project method and
expressed the need for their systematic training in the method. An
implication for further research is to examine the relation between short-
term project work and students' communicative competence, and the
effect of projects on the self-esteem of students with low performance.
The pedagogical implications are clear.
 Education is not offered with impersonal teaching methods and
educational tools. The teacher is indispensable source of inspiration and
encouragement, a "living example" to students. In addition, knowledge of
modern teaching methods, and willingness to experiment with non-
traditional teaching practices are powerful tools for the achievement of
teaching aims, such as increased motivation, interest, and performance in
the hands of teachers in the context of English as a foreign language
instruction.
2.1. Previous Studies
In the review of literature, regarding the connection between the use
of PBI. and the EFL results in students' speaking skills, Condliffe (2017)
carried out a review of studies. that suggested that PBL positively affects
students' outcome by providing them with more. speaking time in
English. Furthermore, Dewi (2016) defends that not only does PBL
improve students speaking results, but it also motivates and allows them
to become more confident in speaking English. As far as the focus of this
research study is concerned, Ya-Ting, Yi- Chien and Hsiu-Ting (2020)
recommend the implementation of interdisciplinary projects in order to
help students improve their English speaking skills and creativity.
According to Sanz and Sánchez (2021), PBL. contributes to an
improvement in the communicative and interactive skills, specifically in
the listening and speaking competences, as well as in their intrinsic
motivation, creativity and autonomy.
In fact, Sanz and Sánchez (2021) consider PBL as one of the effective
hands-on methods that are closely related to the Communicative
Approach (CA) or Communicative Language Teaching (CLT).
Furthermore, according to Armentero Reboredo (2021), a CA comprises.
current trends and methodologies regarding foreign language didactics,
PB being one of those. This author defends the interdisciplinary
principles of PBL, as well as the presence of real contexts in the learning
process. Additionally, the researcher encourages the utilisation of ICT,
due to the active and motivational learning conditions it provides.
Zardini and Bernabé (2013) found that a CA is more effective, under
specific conditions, in improving interactive skills and promotes student
motivation towards learning. Alternatively, they indicated that the method
focused on the teaching of grammar lacks real exposure to the language.
In this regard, Agbatogun (2014) compared an EFL teaching method
based on a CA with a method founded on traditional lectures. Based upon
the conclusions, the variable that made the greatest contribution to the
development of the communicative competence was oral expression.
Regarding specific practices that this approach encompasses, Zhu (2012)
concluded that the use of games in the learning process is effective in
improving students" interaction skills, motivation and interest. The author
explained that through CLT students are actively involved in the learning
process, and games, evidently, promote this state.
Concerning innovative methodologies, Jabeen (2014) states that
changes, such as.methodological ones, provoke different reactions in
human beings. Thus, while some are uncomfortable with large new
changes, others adopt distinct positions: indifference, accept- ance or
intermediate paths.
Overall, studies show the positive effect of PBL on student motivation
and their collaborative skills (Shin, 2018). Moreover, Almulla (2020)
states that it enhances student engagement by facilitating knowledge and
information sharing and discussion. Nevertheless, Aldabbus (2018)
explains that PBL may be challenging for some students, since they lack
the essential abilities for cooperative work and impose their ideas on
others, which, in turn, reduces the motivation of the latter. .
With regards to interdisciplinarity, Brassler and Dettmers (2017) noted
that the number of empirical studies is limited, which, consequently,
involves the lack of specific interdiscipli- nary education models.
Nonetheless, they consider that Problem and Project Based Learning are
both great approaches to foster pupils interdisciplinary competences.As
stated before, Condliffe (2017) argues that more rigorous studies should
be devel- oped in order to confirm the efficacy of PBL method, since it
did not have an impact on students literacy results nor their engagement
(Menzie et al., 2016). This disparity, in terms of methodological efficacy
and motivation, is the key to the development of this study.

Chapter three
Methodology
3.1 Introduction
This chapter includes a description of the methodology used to
assess whether the project-based learning module in the chosen
professional has helped them acquire academic skills. (PBL) is
effective in developing students’ English language skills .Studies
have shown that applying project-based learning (PBL) in
English language learning contexts can enhance reading
proficiency among students. PBL has been successful in
improving English language proficiency and motivating students
to a higher level of self-determination. It has also been found to
have a positive impact on learning outcomes, including better
comprehension, scope and communication of ideas in speaking
and writing skills. Project-Based Learning (PBL) enhances
problem-solving and communication skills, creating an organic
learning community that promotes self-directed learning,
communication, and collaboration. In general, project-based
learning is encouraged in higher education institutions as a way
to enhance students' English language skills. The research
question explored was whether project-based learning is
effective in teaching English language learners to teachers how
to identify, evaluate, and use evidence from texts to support
claims. The following sections include a description of the
study setting, participants, instructional procedures, procedures
and tools used to collect data, and the data analysis process.

3.2 Research design

To thoroughly investigate the impact of project-based learning (PBL)
on students' writing Skills, this study adopts a pre-experimental research
design known as a single-group pretest-Posttest design. The primary
objective is to explore how PBL influences students' writing abilities
Specifically in the context of procedural texts. In this design, one group
of participants works as a treatment and control group, allowing a direct
comparison to their performance before and after the intervention
Creswell (2012). By employing this research design, the study aims to:
Evaluate the effectiveness of project-based learning (PBL) in enhancing
students' writing, reading and listening skills within the given context.It
allows for the assessment of changes in students' proficiency in writing,
reading and listening resulting from exposure to project-based learning
(PBL) activities and provides insight into the potential impact of this
education approach their abilities to English language skills
The chosen design offers several advantages. First, it allows for a
comprehensive procedure examining the effect of project-based learning
(PBL) on students’ English language skills through direct comparison
between them performance before and after the intervention. This
within-group comparison enables researchers
To monitor any improvements or changes in English language
proficiency attributed to PBL to intervene. In addition, the use of a single
group design reduces confounding variables it can arise from the use of
multiple combinations. By using the same group as treatment and
controlling, any individual differences between participants could affect
the results
These were reduced to a minimum, ensuring a more accurate
assessment of the effectiveness of the PBL intervention in enhancing
English language skills. In general, the pre-test for the individual group
was adopted before the post-test
The design facilitates an in-depth exploration of how project-based
learning (PBL) impacts graduate students' writing skills and in the
specific context of procedural texts. This research design provides
valuable insights into the effectiveness of project-based learning (PBL) as
a pedagogical approach to enhancing students' abilities in English
language skills such as writing, reading, and listening.

3.3 Participants
The sample for this study consists of 42 students enrolled in Phase IV
during the 2023/2024 academic year, and convenience sampling is used
to select participants, taking into account practicality and accessibility for
students within the identified group (Creswell, 2012). Although
convenience sampling may lead to limitations, such as potential bias and
lack of generalizability, it provides a possible approach to examining the
effectiveness of project-based learning (PBL) in enhancing the English
language skills of graduate students at this specific educational level. The
selected sample represents the target population, as it includes students
from the specified stage who meet the participation criteria. By focusing
on a specific group of students, the study can gain insight into the impact
of project-based learning (PBL) on their English language skills in the
context of procedural texts.
3.3.1 Instruments
The selected instruments are carefully selected to ensure the
reliability and validity of the study data collected. By focusing on criteria
relevant to procedural texts, the assessments provide a comprehensive
assessment of participants' writing proficiency in that specific genre. The
objective and quantitative nature of the tools allows for systematic
analysis and interpretation of data, which enhances the accuracy and
robustness of the study results. Writing tasks The test closely aligns with
the educational objectives of the study. This allows for a direct
assessment of the impact of project-based learning (PBL) on target
English language skills. Through this, the study aims to collect objective
evidence on the effectiveness of project-based learning (PBL) in
enhancing students’ English language skills in the context of procedural
texts.
3.4 Data Collection Methods
The Classroom program was used electronically to collect data in this
research. By sharing a link containing a set of questions about continuing
professional development of English language skills, this tool was used to
collect data on various issues related to the role of project-based learning
in developing students’ English language skills. This questionnaire
consisted of two groups of questions, the first group was personal
questions, and the second group was divided into a group of questions:
What are the experiences regarding continuing professional development,
and through this tool
Data collection lasted for 10 days, from late January 2024, and included
in this case: observations of students' classroom activities, which were
recorded using video recordings, a 45-minute interview with the teacher,
and 30-minute interviews with five of the students. The interviews were
recorded using an audio recorder, and teacher and student documents
were collected.
3.5 Data Analysis
 The collected data is subjected to comprehensive and rigorous
analysis and evaluation the effectiveness of project-based learning (PBL)
in enhancing students’ English language skills. The data is analyzed in a
qualitative manner, and the questionnaire maintains the confidentiality of
the data provided in the research sample. The study sample does not
require writing names on the personal data sheet in the questionnaire, and
it does not require a lot of time to obtain the data.
The questionnaire was presented electronically (Creswell, 2012). And
recording the results directly, conducting this study it seeks to reveal the
impact of project-based learning (PBL) on students’ abilities in English
language skills. By studying changes in Scores before and after PBL,
analysis provides valuable insights into the effectiveness of project-based
learning (PBL) in enhancing target English language skills.
Evaluation by looking at possible differences within the data. Allows
exploration
The influence of other factors, such as student demographics or levels of
English language proficiency, on effectiveness of PBL. By using these
rigorous findings, this study ensures robustness evaluating the
effectiveness of project-based learning (PBL) in enhancing students’
English language skills. Results obtained the analysis of the data
contributes to the current body of knowledge about the impact of project-
based learning and Providing valuable insights for teachers, curriculum
developers and researchers in the field english language instructions.
3.6 Validity and Reliability
In this validity and reliability section, the researcher explains about the
validity And reliability of test in try out class. To measure these data, the
researcher counted by Using SPSS (Statistical Product and Service
Solutions) version 16. Here the explanation About the data.

3.6.1 Validity
Validity is an assess that shows the validity level of an instrument
(Arikunto,2010). It means, the validity is done to find out the truth of an
instrument. A data will be Said as valid, if the data reported is the same as
the data obtained by the researcher. The Validation of an item can be
searched by correlating the item’s score with the item’s total. Based on
Ghozali (2011), the data can be assumed valid if the r-value is higher than
rtable with the df = n-2 (n means sample). Meanwhile, the data can be
said invalid if the rvalue lower than r-table. To find the coefficient value,
the researcher used the Pearson Product Moment to count this validity
data.
3.6.2 Reliability
Reliability is a tester used in research to perceive the consistency of
measuring instruments whether the measuring instrument used is reliable
or not (Dewi, 2018). It means the instrument can be said to be reliable if
the result is consistent in over time.There are five types of reliability
testing; Cronbach’s Alpha, the Flanagan formula, the KR (Kuder-
Richardson)-20 formula, the KR-21, and the Anova Hoyt method. In this
study, the researcher used Cronbach’s Alpha. It aimed to test the items
consistency in theresearch instrument. This test has the rules, the data can
be said reliable if the t-value > ttable, meanwhile the data can be said
unreliable if the t-value < t-table (Widiyanto, 2010)
3.7 Ethical Considerations
This study followed the guidelines established by Imam Al-Kadhim
University, peace be upon him Subjects Committee, and obtained the
approval of that committee. All students in The class studied was
informed by the ESOL program coordinator of their participation It was
voluntary, that there would be no consequences for choosing not to
participate, and that they could Leave the study at any time. All study
participants signed an informed consent Form. All data is collected in a
way that maintains the anonymity of individuals It was destroyed at the
end of the study. The results of the study were made available to All
participants.
3.8 Limitations
This study has some limitations. Only 17 teachers were Chosen to
participate in this study. If there had been more participants, the results
might Have been different. Another delimitation is that some non-skills
courses needed to be Investigated to conclude that PBL is effective for all
types of courses. Apart from this, the Perspectives of the weak students
needed to be investigated to find out if PBL is effective For all types of
students.
3.9 Summary
This study used two quantitative measures and two qualitative measures
to assess and analyze student learning and overall responses to a PBL unit
about their chosen careers. Triangulation is the technique of collecting
quantitative and qualitative data at the same time in order to better
understand the research question and enhance the validity of the research.
That approach was used in this study.The purpose of the study was to
determine whether the project helped students acquire academic skills
relating to finding relevant evidence from text to support claims and
providing appropriate attribution for that evidence. This chapter described
the study’s methodology, the participants, the setting, the data collected,
and ethical considerations. The next chapter presents the results of the
study