INTEGRATING PROJECT-BASED LEARNING IN ENGLISH LANGUAGE TEACHING IN HIGHER EDUCATION: PEDAGOGICAL FOUNDATIONS AND PRACTICAL IMPLICATIONS

Abstract

Project-Based Learning (PBL) has emerged as one of the most effective student-centered methodologies in contemporary higher education. In English Language Teaching (ELT), PBL promotes authentic communication, collaboration, critical thinking, and practical language application. This paper examines the theoretical foundations, instructional design principles, assessment models, and implementation challenges of integrating project-based learning into university-level English courses. The study argues that PBL significantly enhances communicative competence, academic writing skills, learner autonomy, and professional preparedness. A structured framework for implementing PBL in ELT classrooms is proposed, along with practical recommendations for instructors. The findings highlight that project-based instruction transforms the traditional language classroom into an interactive and research-oriented learning environment.