Use of the project-based learning methodology to improve the writing english language skills.

Abstract

This research aimed to improve the English writing skills of tenth-grade students of (GBE), room ‘‘D’’ at ‘‘N.A’’ Educational Institution, through the implementation of a class system based on the Project-Based Learning (PBL) methodology. The study followed a quantitative approach with a pre-experimental design applied to a single group. To measure the impact of the intervention, both theoretical and empirical methods were used, including observation and pedagogical tests (pre-test and post-test). The findings revealed notable improvements in the writing components assessed: content, grammar, vocabulary, and organization. Initially, most students performed at low levels, reflecting serious deficiencies in written production. After applying the class system, students demonstrated improved sentence construction, vocabulary usage, grammatical accuracy, and text coherence. The intervention was carried out over two weeks, with a total of four class sessions focused on developing writing through real-life and meaningful tasks. Students worked in small groups to create written projects, such as emails, allowing them to apply language structures in authentic communicative contexts. The activities incorporated review of grammar tenses, vocabulary building, and organization of ideas using logical connectors. In addition, the constant feedback from peers and the teacher throughout the process helped students to reflect on and enhance their own writing. The study concludes that PBL encouraged active, meaningful, and contextualized learning, effectively enhancing students’ writing skills in English. It also fostered collaboration, critical thinking, and autonomy in the classroom. This research supports the use of PBL as a powerful teaching strategy in traditional educational settings.