Project-Based Learning in English for Specific Purposes Instruction in Higher Education: Opportunities and Challenges
Abstract
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).
References
Anđelković, J., Meršnik, M., & Jović, J. (2022). Project-based translation of Wikipedia articles in a tertiary ESP context: Planning, execution and lessons learnt. ESP Today, 10(1), 123–144. https://doi.org/10.18485/esptoday.2022.10.1.6
Anthony, L. (2018). Introducing English for Specific Purposes. London: Routledge.
Baş, G. (2011). Investigating the effects of project-based learning on students’ academic achievement and attitude towards English lesson. TOJNED: The Online Journal of New Horizons in Education, 1(4), 1–15. https://www.tojned.net/journals/tojned/articles/v01i04/v01i04-01.pdf
Baş, G., & Beyhan, Ö. (2010). Effects of multiple intelligences supported project-based learning on students’ achievement levels and attitudes towards English lesson. International Electronic Journal of Elementary Education, 2(3), 365–386. https://files.eric.ed.gov/fulltext/EJ1052017.pdf
Beckett, G. H. (2002). Teacher and student evaluations of project-based instruction. TESL Canada Journal, 19(2), 52–66. https://doi.org/10.18806/tesl.v19i2.929
Beckett, G. H., & Miller, P. C. (2006). Project-Based Second and Foreign Language Education: Past, Present, and Future. Greenwich, CT: Information Age Publishing.
Belcher, D. D. (2004). Trends in teaching English for specific purposes. Annual Review of Applied Linguistics, 24, 165–186. https://doi.org/10.1017/S026719050400008X
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 9–43. https://doi.org/10.1080/00098650903505415
Block, D. (2003). The Social Turn in Second Language Acquisition. Edinburgh: Edinburgh University Press.
Boss, S., & Larmer, J. (2018). Project Based Teaching: How to Create Rigorous and Engaging Learning Experiences. ASCD.
Chu, S. K. W., Tse, S. K., Loh, E. K. Y., & Chow, K. (2011). Study of Inquiry PBL and Reading Outcomes (Hong Kong). China: University of Hong Kong.
Chun, D. (2016). The role of technology in SLA research. Language Learning & Technology, 20(2), 98–115. https://www.lltjournal.org/item/10125-44463/
Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Strasbourg: Council of Europe Publishing.
Díaz Ramírez, M. I. (2014). Developing learner autonomy through project work in an ESP classroom. HOW: A Colombian Journal for Teachers of English, 21(2), 54–73. https://doi.org/10.19183/how.21.2.4
Dudley-Evans, T. A., & St John, M. J. (1998). Developments in English for Specific Purposes. Cambridge, UK: Cambridge University Press.
Đorđević, J., & Blagojević, S. (2017). Project-based learning in computer-assisted language learning: An example from legal English. Наслеђе, 36, 247–259.
European Higher Education Area. (2009). Leuven/Louvain-la-Neuve Communiqué: The Bologna Process 2020—The European Higher Education Area in the New Decade. Leuven/Louvain-la-Neuve, Belgium: EHEA.
European Higher Education Area. (2012). Bucharest Communiqué: Making the Most of Our Potential—Consolidating the European Higher Education Area. Bucharest, Romania: EHEA.
Eurydice Report. (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: European Commission.
Flowerdew, J. (1990). English for specific purposes: A selective review of the literature. English Language Teaching Journal, 44(4), 326–337. https://doi.org/10.1093/eltj/44.4.326
Flowerdew, J., & Peacock, M. (2001). Research Perspectives on English for Academic Purposes. Cambridge: Cambridge University Press.
Fragoulis, I., & Tsiplakides, I. (2009). Project-based learning in the teaching of English as a foreign language in Greek primary schools: From theory to practice. English Language Teaching, 2(3), 113–119. https://files.eric.ed.gov/fulltext/EJ1083088.pdf
Fried-Booth, D. L. (2002). Project Work (2nd edition). New York: Oxford University Press.
Habók, A., & Nagy, J. (2016). In-service teachers’ perceptions of project-based learning. SpringerPlus, 5(83), 1–14. http://dx.doi.org/10.1186/s40064-016-1725-4
Habul-Šabanović, I. (2020). From ESP to CLIL: Introducing project-based learning in an EFL university-level course. In: L. Mustapić (Ed.), English—Views, Voices, People and Places: Conference Proceedings (pp. 83–101). Mostar: University of Mostar, Faculty of Humanities and Social Sciences.
Huzairin, D., Sudirman, S., & Hasan, B. (2018). Developing English learning model project based content and language integrated learning (CLIL) for English at university level in Indonesia. Advances in Social Sciences Research Journal, 5(11), 371–384. https://doi.org/10.14738/assrj.511.5525
Ignjatović, G. (2020). Integrative learning approach in ESP/ELP: Theoretical framework of intradisciplinary, multidisciplinary, interdisciplinary, and transdisciplinary integration. Зборник радова Правног факултета у Нишу, 88, 179–198. https://doi.org/10.5937/zrpfn0-27891
Jelovčić, I. (2010). Strani jezik struke – analiza stavova studenata. Metodika, 20 (11/1), 44–55.
Jendrych, E. (2013). Developments in ESP teaching. Studies in Logic, Grammar and Rhetoric, 34(1), 43–58. https://doi.org/10.2478/slgr-2013-0022
Kadek Yogi, S., & Sasthaparamitha, N. N. A. J. (2019). Students’ perception on the implementation of project-based learning in English for Specific Purposes. In: A. Ventivani et al. (Eds.), IsoLEC 2019 Proceedings (pp. 68–75). Malang: Faculty of Letters, Universitas Negeri Malang.
Kavlu, A. (2016). Enhancement of English as a Foreign Language (EFL) University Students’ Reading Skills Through Project-Based Learning Implementation: Iraqi Case. (Unpublished doctoral dissertation). International Black Sea University, Tbilisi, Georgia.
Kavlu, A. (2020). The effect of project-based learning on first-year undergraduate students in English for specific purposes (ESP) courses. International Journal of English Linguistics, 10(4), 227–239. https://doi.org/10.5539/ijel.v10n4p227
Ke, L. (2010). Project-based college English: An approach to teaching non-English majors. Chinese Journal of Applied Linguistics, 33(4), 99–112.
Keles, S. (2007). An Investigation of Project Work Implementation in a University EFL Preparatory School Setting (Unpublished master’s thesis). Bilkent University, Ankara.
Kırkgöz, Y., & Dikilitaş, K. (2018). Key Issues in English for Specific Purposes in Higher Education. Switzerland: Springer International Publishing.
Kniazian, M., Khromchenko, O., & Suschenko, L. (2021). Development of future teachers’ project competence to design learning process of GE, ESP, LSP. Journal of Teaching English for Specific and Academic Purposes, 9(3), 495–504. https://doi.org/10.22190/JTESAP2103495K
Kotkovets, A. (2014). An integrated-skills approach to learning a foreign language through the use of the project method. Advanced Education, 2, 66–73. https://doi.org/10.20535/2410-8286.39736
Lee, N. (2009). Project methods as the vehicle for learning in undergraduate design education: A typology. Design Studies, 30(5), 541–560. https://doi.org/10.1016/j.destud.2009.03.002
Lungu, I. (2022). Project-based learning as an efficient way of studying English for specific purposes. Logos Universality Mentality Education Novelty: Philosophy & Humanistic Sciences, 10(1), 45–52. https://doi.org/10.18662/lumenphs/10.1/63
Mamakou, I., & Grigoriadou, M. (2011). An e-project-based approach to ESP learning in an ICT curriculum in higher education. Themes in Science and Technology Education, 3(1–2), 119–137. https://files.eric.ed.gov/fulltext/EJ1131311.pdf
Mergendoller, J. R., & Thomas, J. W. (2010). Managing Project-Based Learning: Principles from the Field. Novato, CA: Buck Institute for Education.
Miller, P. C. (2006). Integrating a second language into project-based instruction. In: G. H. Beckett & P. C. Miller (Eds.), Project-Based Learning in Second and Foreign Language Education: Past, Present, and Future (pp. 225–240). Greenwich, CT: Information Age Publishing.
Mushynska, N., & Kniazian, M. (2019). Social innovations in the professional training of managers under the conditions of knowledge economy development. Baltic Journal of Economic Studies, 5(2), 137–143. https://doi.org/10.30525/2256-0742/2019-5-2-137-143
Nguyen, V. K. (2015). Towards improving ESP teaching/learning in Vietnam’s higher education institutions: Integrating project-based learning in ESP courses. International Journal of Languages, Literature, and Linguistics, 1(4), 227–232. https://doi.org/10.18178/ijlll.2015.1.4.44
Papandreou, A. (1994). An application of the projects approach to EFL. English Teaching Forum, 32(3), 41–42.
Patton, M. (2012). Work That Matters: The Teacher’s Guide to Project-Based Learning. London: Paul Hamlyn Foundation.
Popovska, S., & Piršl, D. (2013). The role of ESP in society’s value system. The Journal of Teaching English for Specific and Academic Purposes, 1(1), 29–43.
Proteasa, V., Tabone, M., Kirkebøen, S. E., Hartmann, P., Weber, R., & Stojanovic, M. (2009). The Student Union Development Handbook for a Stronger Student Movement. Brussels: European Students’ Union.
Redchenko, N. (2016). Project activities as a form of English language teaching based on the interdisciplinary approach to form intercultural communicative competence. International Journal of Environmental & Science Education, 11(13), 6203–6211. http://www.ijese.net/makale_indir/IJESE_788_article_57c1ce4428167.pdf
Richards, J., & Rodgers, T. (2001). Approaches and Methods in Language Teaching (2nd edition). New York: Cambridge University Press.
Sadeghi, H., Biniaz, M., & Soleimani, H. (2016). The impact of project-based language learning on Iranian EFL learners comparison/contrast paragraph writing skills. International Journal of Asian Social Science, 6(9), 510–524. https://doi.org/10.18488/journal.1/2016.6.9/1.9.510.524
Shaalan, I. E. A. (2020). Integrating project-based learning strategies in the design of an ESP dental vocabulary course for ESL Malaysian majors. Arab World English Journal, 11(3), 464–483. https://doi.org/10.24093/awej/vol11no3.29
Shin, M. (2018). Effects of project-based learning on students’ motivation and self-efficacy. English Teaching, 73(1), 95–114. https://doi.org/10.15858/engtea.73.1.201803.95
Simpson, J. (2011). Integrating Project-Based Learning in an English Language Tourism Classroom in a Thai University (Unpublished doctoral dissertation). Faculty of Education, Australian Catholic University, North Sydney, Australia.
Stoller, F. L. (2002). Project work: A means to promote language and content. In: J. C. Richards & W. A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 107–120). Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511667190.016
Stoller, F. L. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In: G. H. Beckett & P. C. Miller (Eds.), Project-Based Second and Foreign Language Education: Past, Present, and Future (pp. 19–40). Greenwich, CT: Information Age Publishing.
Stoller, F. L., & Myers, C. C. (2019). Project-based learning: A five-stage framework to guide language teachers. In: A. Gras-Velázquez (Ed.), Project-Based Learning in Second Language Acquisition: Building Communities of Practice in Higher Education (pp. 25–47). New York: Routledge. https://doi.org/10.4324/9780429457432
Thomas, J. W. (2000). A Review of Research on Project-Based Learning. San Rafael, CA: Autodesk Foundation.
Tuyen, L. V., & Tien, H. H. (2021). Integrating project-based learning into English for Specific Purposes classes at tertiary level: Perceived challenges and benefits. VNU Journal of Foreign Studies, 37(4), 128–148. https://doi.org/10.25073/2525-2445/vnufs.4642
Tuzlukova, V., & Singh, V. (2018). Twenty first century skills through problem based learning: An ESP perspective. Journal of Teaching English for Specific and Academic Purposes, 6(3), 413–423. http://dx.doi.org/10.22190/JTESAP1803413T
Wahyudin, A. Y. (2017). The effect of project-based learning on L2 spoken performance of undergraduate students in English for Business class. Advances in Social Science, Education and Humanities Research (ASSEHR), 82, 42–46. https://doi.org/10.2991/conaplin-16.2017.9
Wang, S., & Stojković, N. (2024). ESP as a holistic approach to education: Classroom practice illustration. Journal of Teaching English for Specific and Academic Purposes, 12(2), 445–453. https://doi.org/10.22190/JTESAP240619036W
Zečević, S., & Trkulja Milekić, Lj. (2022). Telecollaboration as an ELF environment in the global age. Collection of Papers of the Faculty of Philosophy, LII(3), 55–74. https://doi.org/10.5937/zrffp52-39509
Копылова, В. В. (2003). Методика проектной работы на уроках английского языка. Москва: Дрофа.
Продановић, М. и Гаврановић, В. (2020). Развијање језичких вештина ученика кроз пројектно усмерену наставу страног језика струке – студија случаја. Иновације у настави, XXXIII (4), 136–145. https://doi:10.5937/inovacije2004136P
The details about the publication policy, including copyright and licensing, are available at: