Project-based Learning as an Efficient Way of Studying English for Specific Purposes


  • Iuliana Lungu Lecturer, PhD, “Ovidius” University of Constanta, Romania



Project-Based Learning, English as a Foreign Language teaching, learner-centred method


This article is based on a Project-based Learning (PBL) experience which has been successfully developed during the last academic year, 2021-2022, with the students of the 2nd year of study, Faculty of Psychology and Educational Sciences, Specialization Pedagogy of Primary School and Pre-school Education, in the context of promoting and sustaining innovative learner-centred methods. In fact, it was an attempt to move from theory to practice as a result of my recent participation within a project, financed by the EU through the Erasmus+ programme, the Restart for Education in a Digital Era through Project-Based E-learning (Restart4EDU). Therefore, the paper aims to share my first project-based learning (PBL) experience designed and implemented in an English as a Foreign Language (ELF) classroom, as a way of involving the students in an simultaneous process of learning language, content and skills. The learning outcomes did not take long to appear. On the one hand, the students received PBL very well. They acquire not only the 21st century skills, but also those related to language such as listening, reading, speaking, and writing skills, with their related components, vocabulary, gramma rand pronunciation). Moreover, they come to use authentic language materials and improve communication competences. On the other hand, there were some challenges that should be considered before using this approach in the classroom. Further studies focusing on implementing PBL are needed, in particular on measuring its efficiency, and finding ways to overcome its disadvantages. Finally, PBL should become part of the university curriculum.


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How to Cite

Lungu, I. (2022). Project-based Learning as an Efficient Way of Studying English for Specific Purposes. Logos Universality Mentality Education Novelty: Philosophy & Humanistic Sciences, 10(1), 45-52.

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