Abstract :

Project-based learning (PBL) is one of the powerful instructional approaches for students in the classroom (Bender, 2012). PBL is an exciting, innovative instructional approach to motivate students in problem-solving (Baran, 2010). It may be defined as a real world project, based on motivating and engaging tasks, problems, questions to teach students academic content in the context of working cooperatively to solve the problem (Bell, 2010). These authors implied that if teachers utilize PBL, they change their traditional roles into the new mode of teaching. According to Dewey (1959), when students implement meaningful tasks related to problems in real-world situations, they can achieve more profound comprehension. PBL is considered an alternative choice for teaching because it is a powerful tool to encourage students to solve real-world problems (Berger, 1999). It is also believed that PBL assists students to take part in learning activities as active and confident participants (Marx, 1994). This paper examines PBL that influences the self-regulated language learning (SRLL) surveyed at BVU. The study used a quantitative approach with a positivist paradigm. The quantitative approach is deductive because it tests theories, develops models and hypotheses, and collects empirical data (Schunk, 1990). A survey tool was used to collect data from respondents across students of English Studies. The results show that PBL develops the students’ SRLL, and setting goals are the centre of SRLL to help the students study better and better at higher education.

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Keywords :

English-majored students, project-based learning (PBL), self-regulated language learning (SRLL).

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