THE EFFECTIVENESS OF PROJECT-BASED LEARNING IN DEVELOPING COMMUNICATIVE COMPETENCE AMONG UNIVERSITY EFL STUDEN

Abstract

The development of communicative competence is one of the primary objectives of English as a Foreign Language (EFL) education, particularly at the university level, where students are expected to communicate effectively in academic, professional, and social contexts. However, traditional language teaching approaches may not always provide sufficient opportunities for learners to use English in meaningful, authentic situations. Project-based learning (PBL) offers an alternative pedagogical approach that engages students in collaborative, purposeful tasks requiring the practical application of language skills. This article examines the effectiveness of project-based learning in developing communicative competence among university EFL students. It explores the contribution of project-based activities to speaking fluency, vocabulary development, grammatical accuracy, listening comprehension, collaborative communication, and pragmatic competence. Furthermore, the article discusses the theoretical foundations of PBL, its practical implementation in university classrooms, and the challenges associated with its application, including unequal participation, time constraints, language anxiety, and assessment difficulties. Particular attention is given to the role of authentic tasks, peer interaction, teacher guidance, and reflective assessment in promoting meaningful communication. The article argues that project-based learning can create a supportive, learner-centred environment in which students develop their ability to use English purposefully and independently. It concludes that the effectiveness of PBL depends on careful instructional planning, clearly defined learning objectives, appropriate assessment criteria, and equitable participation in collaborative projects.