Research Article
Open Access
Pragmatic Promise to Pedagogical Intent and the Limits of Project Work: A Qualitative study
Abstract
Project work has been identified and integrated into the secondary level curriculum by Curriculum Development Centre (CDC) to develop the students’ creativity and engagement in language learning. Students develop collaboration, language ability, and content knowledge through proper use and implementation and active participation in project work. However, most of the students and teachers are reluctant to implement and participate in the project work and skip the task and engage in other activities, which hinders students’ learning and causes great loss in achievement. The research aims to analyse the current classroom practice for use and implementation and obstacles and challenges identified while participating in project work and to suggest ways to improve for better participation in project work. By analysing the project works from Grades 9 and 10 textbooks and collecting data from English teachers and students, the research evaluates how project work enhances learning outcomes, promotes critical thinking, and aligns with curriculum goals. The findings reveal a gap between textbook design and classroom implementation, calling for teacher training, contextualization, and better resource support. This article focuses on how project work aligns with national curricular goals and international pedagogical trends. Drawing on textbook analysis, classroom observations, interviews, and relevant literature, the study reveals both potentiality and challenges in using project work as an active learning tool.
Keywords
Project work; implementation; engagement; achievement; project-based learning.
References
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Artini, L. P., & Nitiasih, P. K. (2017). Project-based learning activities and EFL students’ productive skills in English. Journal of Language Teaching and Research, 8(6), 1147-1155. https://doi.org/10.17507/jltr.0806.16
Beckett, G. H., & Slater, T. (2005). The Project Framework: a tool for language, content, and skills integration. ELT Journal, 59(2), 108-116. https://doi.org/10.1093/eltj/cci024
Boss, S., & Krauss, J. (2018). Reinventing project based learning: Your field guide to real-world projects in the digital age. ASCD.
Boss, S., & Larmer, J. (2018). Project based teaching: How to create rigorous and engaging learning experiences. ASCD.
Chen, W., Lyu, Q., & Su, J. (2024). The role of individual preparation before collaboration: An exploratory study on students’ computer-supported collaborative argumentation in a primary classroom. Journal of the Learning Sciences, 33(4-5), 757-798. https://doi.org/10.1080/10508406.2024.2397761
Chen, Y. (2011). Dictionary use and vocabulary learning in the context of reading. International Journal of Lexicography, 25(2), 216-247. https://doi.org/10.1093/ijl/ecr031
Dahal, P. (2016). Effectiveness of project based language learning in teaching creative writing Faculty of Education Tribhuvan University, Kirtipur Kathmandu, Nepal]. https://hdl.handle.net/20.500.14540/1719
Darsih, E. (2018). Learner-centered teaching: What makes it effective. Indonesian EFL Journal, 4(1), 33-42. https://doi.org/10.25134/ieflj.v4i1.796
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Ghaleb, B. D. S. (2024). Effect of exam-focused and teacher-centered education systems on students’ cognitive and psychological competencies. International Journal of Multidisciplinary Approach Research and Science, 2(2), 611-631. https://doi.org/10.59653/ijmars.v2i02.648
Ghosheh Wahbeh, D., Najjar, E. A., Sartawi, A. F., Abuzant, M., & Daher, W. (2021). The role of project-based language learning in developing students’ life skills. Sustainability, 13(12), 6518. https://doi.org/10.3390/su13126518
Giri, D. R. (2016). Project-based learning as 21st century teaching approach: A Study in Nepalese Private Schools. US-China Education Review A, 6(8), 487-497. https://doi.org/10.17265/2161-623X/2016.08.004
Habók, A., & Nagy, J. (2016, 2016/01/26). In-service teachers’ perceptions of project-based learning. SpringerPlus, 5(1), 83. https://doi.org/10.1186/s40064-016-1725-4
Hajiyeva, B. (2024). Language anxiety in ESL learners: Causes, effects, and mitigation strategies. EuroGlobal Journal of Linguistics and Language Education, 1(1), 119-133. https://doi.org/10.69760/pn9wgv05
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Hamouda, A. (2013). An exploration of causes of Saudi students’ reluctance to participate in the English language classroom. International Journal of English Language Education, 1(1), 17-34. https://doi.org/10.5296/ijele.v1i1.2652
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Kolmos, A. (1996). Reflections on project work and problem-based learning. European Journal of Engineering Education, 21(2), 141-148. https://doi.org/10.1080/03043799608923397
Lam, S.-f., Cheng, R. W.-y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20(6), 487-497. https://doi.org/https://doi.org/10.1016/j.learninstruc.2009.07.003
Leek, J., Rojek, M., Dobińska, G., & Kosiorek, M. (2024). Navigating the power of time in classroom practices: teachers’ and students’ perspectives. Educational Review, 1-23. https://doi.org/10.1080/00131911.2024.2438878
Malik, K. M., & Zhu, M. (2023, 2023/03/01). Do project-based learning, hands-on activities, and flipped teaching enhance student’s learning of introductory theoretical computing classes? Education and Information Technologies, 28(3), 3581-3604. https://doi.org/10.1007/s10639-022-11350-8
Markham, A. (2012). Fabrication as ethical practice. Information, Communication & Society, 15(3), 334-353. https://doi.org/10.1080/1369118X.2011.641993
Ministry of Education, N. (2019). Secondary level English curriculum (Grades 9–10). . Curriculum Development Centre.
Nagamalla, L., Readdy, V., Kumar, S., Kolagani, L., & Suryadevara, G. (2025). Impact of active learning methods on Project-Based Learning (PBL): Enhancing student engagement and outcomes. Journal of Engineering Education Transformations, 30-37. https://doi.org/10.16920/jeet/2025/v38is2/25005
Neupane, R. N. (2024). Perspectives and Practices of English Language Teachers on Task-Based Language Teaching. Butwal Campus Journal, 7(2), 91-101. https://doi.org/10.3126/bcj.v7i2.73185
Pandey, D., Sunar, P. K., Manadhar, N. K., & Pant, B. P. (2025). Integrated projects for meaningful learning: a collaborative action research from Nepal. Education 3-13, 1-15. https://doi.org/10.1080/03004279.2025.2495969
Phyak, P. B. (2011). Beyond the façade of language planning for Nepalese primary education: monolingual hangover, elitism and displacement of local languages? Current Issues in Language Planning, 12(2), 265-287. https://doi.org/10.1080/14664208.2011.584203
Rabsi, A. (2025). Exploring project-based learning in Moroccan EFL classes: A quantitative analysis of teachers' perceptions and implementation challenges. Studies in Literature and Language. https://doi.org/10.3968/13762
Rohm, A. J., Stefl, M., & Ward, N. (2021). Future Proof and Real-World Ready: The Role of Live Project-Based Learning in Students’ Skill Development. Journal of Marketing Education, 43(2), 204-215. https://doi.org/10.1177/02734753211001409
Saad, S., Morat, B. N., Abdullah, A., & Farani, Y. (2024). Empowering ESL learners: Unleashing autonomy through project-based learning. International Journal of Advanced Research in Future Ready Learning and Education, 35(1), 1-8. https://doi.org/10.37934/frle.35.1.18
Shi, C., Kassim, A., & Radzuan, N. R. M. (2024). Improving EFL learners' English public speaking performance through Project-Based Learning strategy at tertiary level. Language Teaching Research Quarterly, 42, 126-144. https://eric.ed.gov/?id=EJ1441514
Thomas, P. (2003). The recontextualization of management: a discourse‐based approach to analysing the development of management thinking. Journal of Management Studies, 40(4), 775-801. https://doi.org/10.1111/1467-6486.00360
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Williams, A. (2024). Delivering effective student feedback in higher education: An evaluation of the challenges and best practice. International Journal of Research in Education and Science, 10(2), 473-501. https://eric.ed.gov/?id=EJ1426687
Wojcikowski, K., & Brownie, S. (2013). Generic reflective feedback: An effective approach to developing clinical reasoning skills. Journal of Computer Assisted Learning, 29(4), 371-382. https://doi.org/10.1111/jcal.12012
Yaman, I. (2014). EFL students' attitudes towards the development of speaking skills via project-based learning: An omnipresent learning perspective. Online Submission. https://eric.ed.gov/?id=ED577934
Yan, C. (2014, 2015/03/01). ‘We can’t change much unless the exams change’: Teachers’ dilemmas in the curriculum reform in China. Improving Schools, 18(1), 5-19. https://doi.org/10.1177/1365480214553744
Yin, J. (2019). Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience. Innovation and Education, 1(1), 1-8. https://doi.org/10.1186/s42862-019-0003-z
Zhang, H. (2025). Investigating Chinese English learners’ readiness for Artificial Intelligence (AI) technologies: A theory of planned behavior (TPB) perspective. Learning and Motivation, 91, 102164. https://doi.org/https://doi.org/10.1016/j.lmot.2025.102164
Adhikari, G. R. (2024). Application of project-based learning in classrooms: An innovative pedagogy for sustainable education. Academia Journal of Humanities & Social Sciences, 98-108. https://doi.org/10.3126/ajhss.v1i1.65002
Aisyah, S., & Novita, D. (2025). Teachers’ perception of the implementation of project-based learning in early childhood education in Indonesia. Cogent education, 12(1), 2458663. https://doi.org/10.1080/2331186X.2025.2458663
Artini, L. P., & Nitiasih, P. K. (2017). Project-based learning activities and EFL students’ productive skills in English. Journal of Language Teaching and Research, 8(6), 1147-1155. https://doi.org/10.17507/jltr.0806.16
Beckett, G. H., & Slater, T. (2005). The Project Framework: a tool for language, content, and skills integration. ELT Journal, 59(2), 108-116. https://doi.org/10.1093/eltj/cci024
Boss, S., & Krauss, J. (2018). Reinventing project based learning: Your field guide to real-world projects in the digital age. ASCD.
Boss, S., & Larmer, J. (2018). Project based teaching: How to create rigorous and engaging learning experiences. ASCD.
Chen, W., Lyu, Q., & Su, J. (2024). The role of individual preparation before collaboration: An exploratory study on students’ computer-supported collaborative argumentation in a primary classroom. Journal of the Learning Sciences, 33(4-5), 757-798. https://doi.org/10.1080/10508406.2024.2397761
Chen, Y. (2011). Dictionary use and vocabulary learning in the context of reading. International Journal of Lexicography, 25(2), 216-247. https://doi.org/10.1093/ijl/ecr031
Dahal, P. (2016). Effectiveness of project based language learning in teaching creative writing Faculty of Education Tribhuvan University, Kirtipur Kathmandu, Nepal]. https://hdl.handle.net/20.500.14540/1719
Darsih, E. (2018). Learner-centered teaching: What makes it effective. Indonesian EFL Journal, 4(1), 33-42. https://doi.org/10.25134/ieflj.v4i1.796
Fitria, T. N. (2024). Creative writing skills in English: Developing student's potential and creativity. EBONY: Journal of English Language Teaching, Linguistics, and Literature, 4(1), 1-17. https://doi.org/10.37304/ebony.v4i1.10908
Ghaleb, B. D. S. (2024). Effect of exam-focused and teacher-centered education systems on students’ cognitive and psychological competencies. International Journal of Multidisciplinary Approach Research and Science, 2(2), 611-631. https://doi.org/10.59653/ijmars.v2i02.648
Ghosheh Wahbeh, D., Najjar, E. A., Sartawi, A. F., Abuzant, M., & Daher, W. (2021). The role of project-based language learning in developing students’ life skills. Sustainability, 13(12), 6518. https://doi.org/10.3390/su13126518
Giri, D. R. (2016). Project-based learning as 21st century teaching approach: A Study in Nepalese Private Schools. US-China Education Review A, 6(8), 487-497. https://doi.org/10.17265/2161-623X/2016.08.004
Habók, A., & Nagy, J. (2016, 2016/01/26). In-service teachers’ perceptions of project-based learning. SpringerPlus, 5(1), 83. https://doi.org/10.1186/s40064-016-1725-4
Hajiyeva, B. (2024). Language anxiety in ESL learners: Causes, effects, and mitigation strategies. EuroGlobal Journal of Linguistics and Language Education, 1(1), 119-133. https://doi.org/10.69760/pn9wgv05
Hamid, M. O. (2020). Globalisation, English for everyone and English teacher capacity: Language policy discourses and realities in Bangladesh. In Globalisation and Education (pp. 207-228). Routledge.
Hamouda, A. (2013). An exploration of causes of Saudi students’ reluctance to participate in the English language classroom. International Journal of English Language Education, 1(1), 17-34. https://doi.org/10.5296/ijele.v1i1.2652
Johnes, J., Maria, P., & and Thanassoulis, E. (2017, 2017/04/01). Efficiency in education. Journal of the Operational Research Society, 68(4), 331-338. https://doi.org/10.1057/s41274-016-0109-z
Kim, M. K. (2015). Students' and teacher's reflections on project-oriented learning: A critical pedagogy for Korean ELT. English Teaching, 70(3). https://doi.org/ 10.15858/engtea.70.3.201509.73
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Kolmos, A. (1996). Reflections on project work and problem-based learning. European Journal of Engineering Education, 21(2), 141-148. https://doi.org/10.1080/03043799608923397
Lam, S.-f., Cheng, R. W.-y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20(6), 487-497. https://doi.org/https://doi.org/10.1016/j.learninstruc.2009.07.003
Leek, J., Rojek, M., Dobińska, G., & Kosiorek, M. (2024). Navigating the power of time in classroom practices: teachers’ and students’ perspectives. Educational Review, 1-23. https://doi.org/10.1080/00131911.2024.2438878
Malik, K. M., & Zhu, M. (2023, 2023/03/01). Do project-based learning, hands-on activities, and flipped teaching enhance student’s learning of introductory theoretical computing classes? Education and Information Technologies, 28(3), 3581-3604. https://doi.org/10.1007/s10639-022-11350-8
Markham, A. (2012). Fabrication as ethical practice. Information, Communication & Society, 15(3), 334-353. https://doi.org/10.1080/1369118X.2011.641993
Ministry of Education, N. (2019). Secondary level English curriculum (Grades 9–10). . Curriculum Development Centre.
Nagamalla, L., Readdy, V., Kumar, S., Kolagani, L., & Suryadevara, G. (2025). Impact of active learning methods on Project-Based Learning (PBL): Enhancing student engagement and outcomes. Journal of Engineering Education Transformations, 30-37. https://doi.org/10.16920/jeet/2025/v38is2/25005
Neupane, R. N. (2024). Perspectives and Practices of English Language Teachers on Task-Based Language Teaching. Butwal Campus Journal, 7(2), 91-101. https://doi.org/10.3126/bcj.v7i2.73185
Pandey, D., Sunar, P. K., Manadhar, N. K., & Pant, B. P. (2025). Integrated projects for meaningful learning: a collaborative action research from Nepal. Education 3-13, 1-15. https://doi.org/10.1080/03004279.2025.2495969
Phyak, P. B. (2011). Beyond the façade of language planning for Nepalese primary education: monolingual hangover, elitism and displacement of local languages? Current Issues in Language Planning, 12(2), 265-287. https://doi.org/10.1080/14664208.2011.584203
Rabsi, A. (2025). Exploring project-based learning in Moroccan EFL classes: A quantitative analysis of teachers' perceptions and implementation challenges. Studies in Literature and Language. https://doi.org/10.3968/13762
Rohm, A. J., Stefl, M., & Ward, N. (2021). Future Proof and Real-World Ready: The Role of Live Project-Based Learning in Students’ Skill Development. Journal of Marketing Education, 43(2), 204-215. https://doi.org/10.1177/02734753211001409
Saad, S., Morat, B. N., Abdullah, A., & Farani, Y. (2024). Empowering ESL learners: Unleashing autonomy through project-based learning. International Journal of Advanced Research in Future Ready Learning and Education, 35(1), 1-8. https://doi.org/10.37934/frle.35.1.18
Shi, C., Kassim, A., & Radzuan, N. R. M. (2024). Improving EFL learners' English public speaking performance through Project-Based Learning strategy at tertiary level. Language Teaching Research Quarterly, 42, 126-144. https://eric.ed.gov/?id=EJ1441514
Thomas, P. (2003). The recontextualization of management: a discourse‐based approach to analysing the development of management thinking. Journal of Management Studies, 40(4), 775-801. https://doi.org/10.1111/1467-6486.00360
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Williams, A. (2024). Delivering effective student feedback in higher education: An evaluation of the challenges and best practice. International Journal of Research in Education and Science, 10(2), 473-501. https://eric.ed.gov/?id=EJ1426687
Wojcikowski, K., & Brownie, S. (2013). Generic reflective feedback: An effective approach to developing clinical reasoning skills. Journal of Computer Assisted Learning, 29(4), 371-382. https://doi.org/10.1111/jcal.12012
Yaman, I. (2014). EFL students' attitudes towards the development of speaking skills via project-based learning: An omnipresent learning perspective. Online Submission. https://eric.ed.gov/?id=ED577934
Yan, C. (2014, 2015/03/01). ‘We can’t change much unless the exams change’: Teachers’ dilemmas in the curriculum reform in China. Improving Schools, 18(1), 5-19. https://doi.org/10.1177/1365480214553744
Yin, J. (2019). Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience. Innovation and Education, 1(1), 1-8. https://doi.org/10.1186/s42862-019-0003-z
Zhang, H. (2025). Investigating Chinese English learners’ readiness for Artificial Intelligence (AI) technologies: A theory of planned behavior (TPB) perspective. Learning and Motivation, 91, 102164. https://doi.org/https://doi.org/10.1016/j.lmot.2025.102164