Improving Student Engagement in English Language Teaching through Project-Based Learning: A Classroom Action Research in a Tertiary EFL Context

  • Devi Annisa Marpaung Universitas Nurul Hasanah Kutacane, Indonesia
  • Aisyah Noor Nasution Universitas Nurul Hasanah Kutacane, Indonesia
  • Nelly Masna Barus Universitas Nurul Hasanah Kutacane, Indonesia
  • Saptari Wibowo Politeknik LP3I Medan, Indonesia
  • Ely Ezir Marpaung Universitas Islam Sumatra Utara, Indonesia
DOI: https://doi.org/10.36655/jetal.v7i2.2447
Keywords: Student engagement, Project-based learning, EFL classroom, Student-centred learning, English language teaching

Abstract

Student engagement remains a persistent challenge in English as a Foreign Language (EFL) classrooms, particularly in contexts dominated by teacher-centred instruction that limits active learner participation. However, limited classroom-based evidence has explicitly examined how Project-Based Learning (PBL) enhances different dimensions of engagement in tertiary EFL settings. This study investigates the implementation of PBL in improving student engagement in an English teaching classroom. Employing a qualitative classroom-based design, data were collected through classroom observations, student reflective journals, and analysis of project-based learning artifacts over one instructional cycle. The study focuses on three dimensions of engagement: behavioural, emotional, and cognitive. The findings reveal that PBL significantly enhances student engagement across all dimensions. Behaviourally, students demonstrated increased participation in collaborative tasks; emotionally, they showed higher motivation and interest; and cognitively, they engaged more deeply in problem-solving and language use. Additionally, students developed stronger communication skills and collaborative competence through authentic, project-driven activities. This study contributes to EFL pedagogy by providing empirical classroom-based evidence of PBL’s effectiveness and highlighting its role in fostering meaningful, student-centred learning environments.

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Published
2026-04-14
Issue
Vol 7 No 2 (2026): April
Section
Articles
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