ADDRESSING CHALLENGES AND EXPLORING SOLUTIONS IN THE APPLICATION OF PROJECT-BASED LEARNING IN EFL CLASSROOMS

Abstract

Project-Based Learning (PBL) has gained increasing attention as a student-centered instructional approach that promotes active engagement, collaboration, and meaningful learning in English as a Foreign Language (EFL) classrooms. Rooted in constructivist and experiential learning theories, PBL encourages learners to investigate authentic problems over extended periods, integrating language skills with real-world application. Despite its numerous pedagogical benefits, the implementation of PBL in EFL contexts is often accompanied by significant challenges. These challenges include time constraints, assessment complexity, unequal student participation, limited teacher preparedness, and insufficient instructional resources. This article examines the major obstacles faced by educators when implementing PBL in EFL classrooms and proposes practical, research-based solutions to address these issues. The study concludes that with appropriate planning, professional development, and assessment strategies, PBL can be successfully integrated to enhance communicative competence, learner autonomy, and critical thinking skills