Implementing project-based learning as an alternative pedagogical approach to teaching english as a foreign language at universidade Rovuma: The Case of Bachelor’s Degree Program in Environmental and Territorial Management at The Higher Institute of Rural Development and Biosciences in Lichinga
DOI:
https://doi.org/10.20952/jrks6119678Abstract
This study explores the implementation of Project-Based Learning (PBL) as an alternative, learner-centered approach to teaching English as a Foreign Language (EFL) within the Bachelor’s Degree Program in Environmental and Territorial Management at the Higher Institute of Rural Development and Biosciences, Universidade Rovuma, in Lichinga, Mozambique. Amid widespread reliance on traditional, teacher-centered pedagogies that emphasize rote learning and grammar instruction, this research investigates how PBL can foster greater student engagement, communicative competence, motivation, critical thinking, and collaboration. Employing a qualitative case study methodology, the research involved classroom observations, interviews, focus group discussions, and analysis of student projects and reflections. Findings indicate that PBL significantly enhanced learners’ use of English in authentic, meaningful contexts, encouraged autonomy and initiative, and supported interdisciplinary learning aligned with students’ academic and professional interests. Despite challenges such as limited resources, unfamiliarity with autonomous learning, and assessment concerns, the study demonstrates that PBL is a feasible and effective strategy for transforming EFL instruction in resource-constrained environments. The results underscore the potential of PBL to align language education with 21st-century competencies, contribute to educational reform in Mozambique, and support global goals for inclusive and contextually relevant learning.
Keywords: Project-Based Learning, English as a Foreign Language, Educational Innovation, Higher Education, Mozambique, Environmental and Territorial Management
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