served as the basis for conducting the
analysis of data collected through the
Miles and Huberman analysis process
(i.e., data reduction, data display, and
conclusion).
confidence. Additionally, they expressed
improved skills related to other forms of
language acquisition such as listening,
reading, and writing.
Mahmud, M.; Sunra,
L.; Dollah, S. (2024)
Authentic Projects in
Teaching Listening: An project-based learning could be
Overview of Project-
Based Learning (PBL)
in Listening for
The study aimed to explore how
Researchers, with the aid of classroom
observations, student interactions, and
document analysis, created qualitative
case studies. Three methods of data
collection were used: Observation Check
The results indicate that PBL improves
the students’ ability to listen, promotes
the involvement of students with one
another, and provides opportunities to
practice listening in real-world settings.
The study revealed that through PBL,
students' comprehension, use of
implemented to foster listening
skills for real-world professional
purposes in a university English
program and to examine students’ Sheet, Syllabus Analysis, and Reflective
abilities in completing authentic
Professional Contexts
Notes, to gather data. Braun and Clark's
thematic analysis method has been used
to identify similarities related to
listening-based projects.
strategic listening, self-confidence, and
use of critical thinking improved.
developing listening through authentic
project-based activities.
Authentic projects give learners the
opportunity to practice listening as
professionals, while the collaborative
activities provide opportunities for
deeper engagement with projects.
The analysis of descriptive statistics and
paired-sample t-tests identified that the
CBL instructional model facilitates the
development of students' cognitive skills,
critical thinking skills, and
Norawati, R.;
Puspitasari, Y.
(2022)
The Learning Skills of
English as a Foreign
Language (EFL)
Student-Teachers in
Project-Based
The study aimed to investigate
which learning skills functioned
during the implementation of
case-based learning (CBL) and
project-based learning (PBL)
among EFL student-teachers, and
to determine whether the two
models produced significant
differences in perceived learning
skills.
A within-subjects design was
implemented in this study, where
participants were EFL student teachers
(n=20) recruited via a non-randomized
sampling method. A pre-test/post-test
design have use to collect data from
participants' two post-test questionnaires
on five learning skills (cognitive skills,
critical thinking skills, engagement of the
student teachers themselves,
Learning and Case-
Based Learning
communication skills, whereas the PBL
instructional model facilitates students'
engagement, cognitive development, and
communication skills. While both
instructional models had similar
communication skills, and teamwork
skills) before, during, and after being
exposed to CBL and PBL classes.
The researcher employed a quantitative
research method. The data have been
acquired through a survey questionnaire
that targeted undergraduate EFL learners
to learn about their perspectives
outcomes, the statistical analyses of
these differences indicated no
significant differences between the two.
Results showed that the learners had an
extremely positive perception of PBL;
they said that PBL helped them develop
their English abilities (specifically, in
communication, collaboration, and
creativity) and helped them to develop
21st century skills. Participants indicated
that they felt more engaged, responsible,
and confident after completing project-
Puangpunsi, N.
(2021)
Learners’ Perception
towards Project-Based learners’ perceptions toward
Learning in
Encouraging English
Skills Performance
and 21st Century Skills
The study aimed to investigate
Project-Based Learning in relation
to English skills performance and
21st-century skill development.
regarding PBL and the effects of PBL on
how to develop language abilities, as well
as acquire 21st-century skills. Analysis of
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2026, Volumen VII, Número 2 p 822.
