Developing a Student-Centered Project-Based Learning Model for English Writing: Insights from ESL Learners
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| Title: | Developing a Student-Centered Project-Based Learning Model for English Writing: Insights from ESL Learners |
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| Language: | English |
| Authors: | Nurul Farihah Rosli (ORCID |
| Source: | Novitas-ROYAL (Research on Youth and Language). 2025 19(1):100-116. |
| Availability: | Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: submissions@novitasroyal.org; Web site: https://www.novitasroyal.org/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Centered Learning, Student Projects, Active Learning, Writing (Composition), English (Second Language), Second Language Learning, Student Attitudes, Cooperative Learning, Student Research, Online Searching, Writing Processes, Reflection, Feedback (Response), Revision (Written Composition), Editing, Student Evaluation, Cooperation, Critical Thinking, Writing Skills, Teamwork, Resilience (Psychology), Foreign Countries, Barriers, Undergraduate Students |
| Geographic Terms: | Malaysia |
| ISSN: | 1307-4733 |
| Abstract: | This study develops a student-centered project-based learning (PJBL) model tailored to enhance English writing skills for ESL learners by addressing challenges and leveraging effective strategies identified through their experiences. A qualitative case study approach was employed, and data were collected from nine ESL learners in Malaysia through semi-structured interviews conducted over nine weeks. Key challenges included linguistic barriers, time management, group dynamics, and workload. Students employed peer collaboration, online research, and iterative drafting strategies to overcome these obstacles. Based on these, the study proposes a six-phase PJBL model integrating reflective practices, structured feedback, and continuous support to address these challenges. The phases include pre-writing, drafting, revising, editing, assessment, and feedback, emphasizing collaboration, critical thinking, and adaptability. This framework provides a structured yet flexible approach to improving writing skills while fostering transferable skills like teamwork and resilience. The findings contribute to the growing body of research on PJBL by offering actionable insights for educators and policymakers to implement effective learner-centered writing frameworks. The proposed model enhances ESL writing proficiency and prepares students for academic and professional success in diverse contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469613 |
| Database: | ERIC |
| Abstract: | This study develops a student-centered project-based learning (PJBL) model tailored to enhance English writing skills for ESL learners by addressing challenges and leveraging effective strategies identified through their experiences. A qualitative case study approach was employed, and data were collected from nine ESL learners in Malaysia through semi-structured interviews conducted over nine weeks. Key challenges included linguistic barriers, time management, group dynamics, and workload. Students employed peer collaboration, online research, and iterative drafting strategies to overcome these obstacles. Based on these, the study proposes a six-phase PJBL model integrating reflective practices, structured feedback, and continuous support to address these challenges. The phases include pre-writing, drafting, revising, editing, assessment, and feedback, emphasizing collaboration, critical thinking, and adaptability. This framework provides a structured yet flexible approach to improving writing skills while fostering transferable skills like teamwork and resilience. The findings contribute to the growing body of research on PJBL by offering actionable insights for educators and policymakers to implement effective learner-centered writing frameworks. The proposed model enhances ESL writing proficiency and prepares students for academic and professional success in diverse contexts. |
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| ISSN: | 1307-4733 |
