The Impact of Project-Based Learning (PBL) on Enhancing Intermediate EFL Learners' Writing Skills in Iranian Language Institutes

In recent years, writing proficiency has become a critical component of English as a Foreign Language (EFL) instruction, especially in academic and communicative contexts. Despite its importance, many intermediate learners in Iranian language institutes struggle to develop coherent and well-structured written texts due to the limitations of traditional, teacher-centered approaches. This study addresses the growing need for more dynamic and learner-centered methodologies by investigating the impact of Project-Based Learning (PBL) on the writing abilities of intermediate EFL learners in Iran. The research adopted a quasi-experimental design involving two groups of learners from private language institutes: one receiving instruction through conventional methods and the other through PBL-oriented tasks over a ۱۰-week period. Pre- and post-tests were administered to assess improvements in various aspects of writing, including organization, vocabulary usage, grammatical accuracy, and coherence. Additionally, student reflections and teacher observations were collected to provide qualitative insights. The findings indicate that the PBL group demonstrated significant improvement in overall writing performance compared to the control group, particularly in creativity and organization. Learners also reported higher levels of motivation and engagement throughout the process. These results highlight the pedagogical potential of PBL in fostering more effective writing instruction in EFL contexts. The study concludes by recommending the integration of structured project-based frameworks into writing curricula in language institutes, along with teacher training for effective implementation.

کلیدواژه ها:

Project-Based Learning ، EFL Writing ، Intermediate Learners ، Iranian Language Institutes ، Learner-Centered Instruction