doi: 10.18178/IJLLL.2025.11.1.567
Project-Based Learning in College English Writing Teaching: Theory and Practice
Le Wei
- School of Foreign Languages, Shenzhen University, Shenzhen, China
- Manuscript received January 5, 2025
- revised January 14, 2025
- accepted February 5, 2025
- published February 18, 2025
Abstract
Project-Based Learning (PBL) has become an innovative teaching method in higher education, especially in the field of language teaching. This study investigates the application of project-based learning in university English writing teaching, focusing on its theoretical basis, the actual implementation process, and its impact on students’ writing ability. Through a mixed research methodology, including classroom observation, student questionnaires, and writing assessments, this study demonstrates that project-based learning can improve students’ engagement, critical thinking skills, and writing skills. The findings suggest that project-based learning is an effective strategy for promoting active learning and enhancing the effectiveness of English writing in higher education settings.
Keywords
- Project-Based Learning (PBL)
- English writing
- university education
- active learning
- writing skills
How to Cite
Le Wei, "Project-Based Learning in College English Writing Teaching: Theory and Practice," International Journal of Languages, Literature and Linguistics, vol. 11, no. 1, pp. 20-23, 2025. https://doi.org/10.18178/IJLLL.2025.11.1.567
Copyright & License
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).