EXPLORING PROJECT-BASED LEARNING FOR ENHANCING CRITICAL THINKING SKILLS IN EFL CLASSROOMS

Abstract

This study explores the implementation of Project-Based Learning (PjBL) as a means to enhance critical thinking skills in English as a Foreign Language (EFL) classrooms. Using a qualitative descriptive design, data were collected through classroom observations, student projects, questionnaires, and interviews involving 30 senior high school students in South Tangerang, Indonesia. The findings reveal that PjBL fosters critical thinking by engaging students in problem identification, evaluation of alternative solutions, decision-making, and reflective judgment, while simultaneously improving their language proficiency. Students reported higher motivation and engagement, appreciating opportunities to use English in authentic contexts, although challenges such as time management and unequal participation emerged. Overall, the study highlights PBL as an effective instructional approach that integrates language learning with higher-order thinking, suggesting its potential for broader application in EFL education.