Enhancing Evaluative Commentary Writing Through Project-Based Learning: Insights from Tertiary Language Teachers

Nur Nabila Azman, Nurul Ajleaa Abdul Rahman, Goh Ying Soo, Nurul Farihah Rosli and Chen Chao
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Nur Nabila Azman: Segi College Subang Jaya, Selangor
Nurul Ajleaa Abdul Rahman: Academy of Language Studies, Universiti Teknologi MARA Cawangan Terengganu
Goh Ying Soo: Academy of Language Studies, Universiti Teknologi MARA Cawangan Terengganu
Nurul Farihah Rosli: UNITAR College Kuala Terengganu, Terengganu
Chen Chao: Department of Foreign Languages, Zhejiang College, Shanghai University of Finance and Economics

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 10, 1734-1740

Abstract: The Project-Based Learning (PjBL) approach effectively addresses the passive learning environment by fostering student independence. Project-Based Learning (PjBL), as a student-centered methodology, may be a superior alternative to the lecture-centric model, as it enables students to actively engage and exercise autonomy in their decision-making. Project-Based Learning promotes a student-centered approach, however, this constructivist method remains unfamiliar. Educators continue to employ the conventional approach to impart writing skills by consulting textbooks. Educators are reluctant to incorporate Project-Based Learning in writing classes due to insufficient understanding of this methodology. This may obstruct their efforts to transition to a progressive educational model that provides numerous advantages over conventional lecture-based instruction. This qualitative case study aims to examine the viewpoints of higher education language instructors regarding the implementation of Project-Based Learning (PjBL) in writing instruction. Five experienced tertiary language educators were chosen through purposive sampling. Data were collected via semi-structured interviews and a sequence of classroom observations. The chosen tertiary language instructors employed this method in classrooms of non-English major students. The integration results indicated a notable enhancement observed by tertiary language instructors in students' post-essays compared to pre-essays written prior to the implementation of PjBL. The observational data indicated that students performed exceptionally well in the classroom, and the role of tertiary language teachers was instrumental in enhancing comprehension of the material. This study is constrained by a limited sample size, comprising only five lecturers. The participants' lack of familiarity with the PjBL approach necessitated preliminary training, potentially influencing their engagement and the study's outcomes. Consequently, future research should aim to increase the sample size to yield more comprehensive results, thereby motivating more language educators to adopt this approach as their preferred teaching practice. In conclusion, the impact of PjBL on improving students' writing skills was substantial, making PjBL highly recommended.

Date: 2025
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