Indrie S. Lestari, Barkah, Astri W. Berlin, Ika L. Damayanti, Faksi R. Al-Kahfi, Muhammad F. Irwan
Project-Based Learning (PBL) has emerged as a transformative pedagogical approach in language education, offering practical opportunities for students to develop comprehensive language skills. This study systematically reviews academic research from 2019-2024 to investigate PBL’s effectiveness in improving English language proficiency. Specifically, it examines: 1) PBL's impact on speaking; 2) PBL's impact on reading; 3) PBL's impact on writing; 4) PBL's impact on listening skills in language learning; 5) the effectiveness of PBL in language learning contexts; and 6) the potential challenges in implementing PBL for language learning. Following the PRISMA guidelines, a systematic search across Scopus, ERIC, and Google Scholar databases yielded 42 relevant articles meeting the inclusion criteria. The findings reveal that PBL fosters holistic language development through meaningful, real-world tasks that integrate these skills. Speaking skills improve through presentations, discussions, and role-playing, enhancing fluency and confidence. Reading skills are strengthened by engaging with diverse texts and synthesizing information, while writing skills develop through the creation of reports and reflective essays, emphasizing coherence and depth. Listening skills benefit from multimedia-based projects and collaborative interactions. By promoting autonomy, engagement, and collaboration, PBL nurtures intrinsic motivation and creates a dynamic learning environment. However, the study also highlights challenges, including limited access to resources, the digital divide, and the need for extensive teacher training. Time constraints and curriculum alignment further complicate implementation. To address these barriers, future research should explore PBL's long-term impacts and adaptability, while professional development initiatives are essential to equip educators with the skills needed for effective PBL execution. These insights underscore PBL’s potential to transform language education and promote holistic skill development. © 2026 American Institute of Physics Inc.. All rights reserved.
Department of English Language Education, Faculty of Language and Literature Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Department of Elementary School Teacher Education, Nusa Putra University, Sukabumi, Indonesia
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