Project-based learning (PjBL) is an inquiry-based approach to instruction. It engages learners in knowledge construction through completing meaningful projects and developing real-world products. In second or foreign language instruction, learning through PjBL allows learners to experience real-world situations in the classroom. For instances of employing PjBL in EFL speaking, the article by Riswandi (2018) and the one by Vaca Torres and Gómez Rodríguez (2017) could be interesting reads. You might check out the piece by Guo et al. (2020), attached, for a recent review of PjBL in tertiary education. Here are the full citations.

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586

Riswandi, D. (2018). The the implementation of project-based learning to improve students’ speaking skill. International Journal of Language Teaching and Education, 2(1), 32–40. https://doi.org/10.22437/ijolte.v2i1.4609

Vaca Torres, A. M., & Gómez Rodríguez, L. F. (2017). Increasing EFL learners’ oral production at a public school through project-based learning. PROFILE Issues in Teachers’ Professional Development, 19(2), 57–71. https://doi.org/10.15446/profile.v19n2.59889

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Thousands of papers and numerous books have been published. There are alos dedicated websites showing examples. Check the site https://www.pblworks.org/what-is-pbl

In PBL, students are assigned tasks that are not just confined to classroom but involve field work for gathering data to complete the task. This approach empowers students and promotes learner-autonomy.

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You can find 12 researchers open access attachment from web of science

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Ph.D. Ingrid del Valle García Carreño

Nursing skills during the training are the best exapmles of project based learning. To gain competence it can be used as a tool

Project-Based Learning works effectively for the acquisition of skills or competencies along Tech-Voc. It involves careful planning of the project design to ensure that learners acquire the skills as they work on it. You may prepare a Task or Job Sheet to give students explicit instructions on completing them; it includes the objectives, materials, and supplies needed, steps, and rubric for evaluation. You may also ask the learners to prepare a project plan, but of course, it depends on the nature of the project.

Project-based learning requires students to work on real-world problems and devise solutions. PBL is based on the Constructivist theory where students work collaborate or work in groups and apply the skills taught in class to complete a task ( i.e. essay, assignment, presentation, final research project, end-of term paper). As the group works through the task they acquire communication and collaboration skills.

Learning is the goal of teaching practice, the answer to what? The methodology responds to how? In this sense, Project-based Learning constitutes a didactic response that is gaining more and more followers among teachers due to its integrating, motivating nature and, above all, due to the performance of learning. It is not something new, nor a new discovery. Any teacher has ever developed a project in their practice, however, there are keys to the design and implementation with a curricular anchor that facilitate the integration of this active methodology in terms of learning. The ABP recipe is prepared with the following essential ingredients: An idea or topic relevant to the students: Without a doubt, knowing the environment, its cultural, physical, environmental heritage, etc. can be an important source of resources. The formula to activate and enhance interest in their environment, something that is relatively familiar, lies in the activation so that their learning is contextualized and acquire a motivational spur. Evaluation criteria: They help us to specify the learning and limit the project. They are so broad that easily any aspect of the heritage can facilitate the learning development of our students. Guiding question or challenge: Let's transform the topic into a challenge or challenge with a stimulating question. For example: How could we turn our town into a center of tourist interest? How could we recover a feast of oral tradition? How to understand the humanized space from the heritage trades of the area? Learning activities that students will tackle throughout the project. Final product: the challenge or challenge will be solved with a final product. Audience: the product must always be presented to an audience outside the class. They can be students of another level, families, experts, etc.

Because learning is a social activity and it takes place within student groups. Through project-based learning, students have the opportunity to use not only knowledge of academic disciplines, but also to learn to negotiate, make joint decisions, take responsibility for their role in the learning team and interpret the results of their activities together.

Project-based learning is a teaching style in which students gain information and skills by investigating and responding to an authentic, interesting, and complicated topic, issue, or problem over a longer length of time. Students are assigned projects on the real world pressing issues to actively engage practical assignments on a certain subject or course.