This study aims to examine the impact of project-based learning (PBL) on English learners as a Second language at Walailak University. The researcher examines the second-year students who took the English for Community Development (ECD) course in the trimester_ 2/2018 academic year. The total number of students was (N=720). The course consists of 25 sections with an average class size of 35 students, and in each section, the students formed a small group of five to choose a topic of their interest relevant to (ECD). The project commenced in week three and was completed in week 10 through group presentations. Pre and post-test were run to compare the students improvements by scores and the levels after completing the (PBL) course. Also, Paired T-Test and Regression Analyses were undertaken to answer the question, Whether the students role-play performance can predict their performance in the final speaking test. The findings presented a statistically significant difference in the students final speaking test. Students who participated in the (PBL) course enriched and expanded their knowledge, acquired a higher level of motivation and developed life-long skills such as critical thinking and communication skills. Theoretical foundations for a (PBL) course are presented and applied in the classroom, difficulties and challenges encountered are discussed, as well as benefits. The article purports to be logical in focus, linking theory with practice and providing educators with a tool for effectively utilizing project-based learning in English as second language contexts.
Key words: English as second language, project- based, classroom study, final speaking test, community development, theoretical foundation
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