Language Learner Engagement and Outcomes in Project-Based Learning: A Literature Review
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https://doi.org/10.52296/vje.2026.761- Keywords:
- Project-based learning
- L2
- PBL
- motivation
- student engagement
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Abstract
Project-based learning has gained increasing attention in language education. As a learner-centred instructional approach, project-based learning has been confirmed effective in fostering engagement and enhancing real- world skills. To provide a comprehensive understanding of how project-based learning influences language learner engagement and learning outcomes, this literature review synthesises and analyses recent empirical studies examining the influence of project-based learning on student engagement and learning outcomes in both global and Vietnamese language learning contexts. Accordingly, the review analysed 39 empirical studies based in EFL/ESL contexts. Findings of the included studies indicate that project-based learning enhances student motivation, language competence, and collaborative learning while also fostering critical thinking and learner autonomy. However, most studies relied on short-term interventions and self-reported measures. Few studies have examined long-term impacts of project-based learning, as well as integrated skill development in this setting. The effects of project-based learning on language learners in higher education and in diverse cultural contexts have also been underexplored. Thus, this review contributes to the growing body of research by providing a deeper understanding of how student engagement develops in project-based learning contexts. The study highlights that future research agenda needs to further explore the long-term and broader impacts of PBL so that language teachers, curriculum designers, educators and policymakers can make more informed decisions about its implementation in Vietnam and other contexts.
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