Exploring the impact of project-based learning in enhancing proficiency in productive language skills among English as a Second Language (ESL) Grade 9 learners in Maseru
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Date
2025
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Publisher
National University of Lesotho
Abstract
The present study explored the impact of Project-Based Learning (PBL) in enhancing proficiency
in productive language skills among Grade 9 ESL learners in Maseru. Grounded in the theoretical
framework of social constructivism, the research emphasised the role of interactive and learner-
centred learning environments in language learning. The study adopted a mixed method approach
and employed exploratory research design; this design sought to uncover challenges that learners
in the English language classroom. Data were collected through classroom observations, pre-tests
and post-tests targeting productive language skills, and focus group interviews explored learners’
experiences. In addition, data was analysed through SPSS, and thematically, relatively. The school
was purposively selected to reach a targeted group of both girls and boys. Moreover, convenient
sampling was utilised to use any available grade 9 ESL learners. Twenty (20) learners participated
in this study. The findings reveal that PBL significantly boosts learners’ autonomy and
collaborative skills, contributing to improved speaking and writing skills. The study highlights
PBL as an effective instructional strategy to foster active engagement and meaningful language
use in ESL contexts. Implications for teaching practices and future research in ESL education are
discussed; it is suggested the need for further research that would explore the impact of PBL in
enhancing receptive language skills (listening and reading).