The implementation of project-based learning (PJBL) in writing skills: an analysis of learning approach

Abstract

Project-based learning (PjBL) is a pivotal approach in language education, which aligns seamlessly with the demands of the 21^st century. Essentially, the importance of the constructivist approach has become more significant in recent years to create effective teaching and learning strategies. The 21^st century has provided significant contributions to the evolution of contemporary language acquisition. As such, focusing on students’ needs and evaluating the effectiveness of existing teaching methods in preparing students to master the language proficiently are crucial in this dynamic landscape. The need to enhance language proficiency, particularly writing skills, has prompted educators to seek novel approaches to student engagement in Malaysia. English, which is recognised as the second language, plays a pivotal role in primary, secondary, and tertiary education. The prevalence of unsatisfactory English writing skills among Malaysian students underscores the significance of implementing effective strategies to address the current issue. Hence, highlighting and adopting innovative approaches to elevate Malaysian students’ English writing skills are vital. The present study aims to appraise teachers’ and students’ acceptance and perceptions of implementing PjBL in writing skills. A document analysis method was employed through secondary resources to determine the PjBL effectiveness in enhancing students’ writing skills. Discussions and recommendations were also provided to relevant parties regarding PjBL as an innovative approach to improving writing skills.