Abstract:
This study explored the effectiveness of Project-Based Learning (PBL) in enhancing English language proficiency and fostering creativity among middle school EFL learners. The primary aim was to investigate whether PBL could offer an engaging alternative to traditional teaching methods by promoting language fluency, creative thinking, and learner autonomy. The study also examined the challenges teachers faced in implementing this approach in classroom reql settings.Aquasi-experimental pre-test/post-test control group design was employed. The sample consisted of 30 middle school pupils from Tarbagou Kaddour-Zelfana Middle School in Ghardaia, Algeria. The students were divided into two groups: an experimental group that received instruction through PBL, and a control group that followed traditional teaching methods. The intervention lasted six weeks and focused on speaking skills and creativity. Additionally, qualitative data were gathered through interviews with four English teachers to gain insights into their perceptions and experiences with PBLThe findings revealed that students in the experimental group demonstrated significant improvement in both speaking proficiency and creative expression compared to the control group. PBL was found to enhance vocabulary usage, fluency, and the ability to generate original ideas. Furthermore, teachers noted increased student motivation and engagement during project tasks. However, they also identified practical challenges, such as time constraints and resource limitations.In conclusion, the study confirmed that PBL is an effective method for developing linguistic and creative competencies in EFL contexts. Its integration into middle school curricula can enrich the learning experience and better prepare students for the demands of the 21st century.
