An investigation into EFL teachers’ perceptions of project-based learning in English-speaking classes

Abstract

While Project-based Learning (PBL) has gained increasing traction in educational institutions globally, limited research has explored how teachers perceive its effectiveness in enhancing English-speaking skills, particularly among grade 9 students. This study investigates teachers’ perceptions of implementing PBL to improve the English-speaking proficiency of grade 9 learners at Duc Tri Lower Secondary School, Vietnam. Adopting a qualitative research design, the study examines how PBL influences instructional practices, student engagement, and oral language development. Data were collected through teacher questionnaires, semi-structured interviews, and classroom observations. The findings reveal both the perceived benefits of PBL and the challenges teachers face in its implementation. The study also proposes practical strategies to overcome these obstacles and optimize the integration of PBL in English language instruction.