HANDS-ON LEARNING EXPERIENCES IN PROJECT-BASED LEARNING COURSES: A CASE STUDY

DOI: 10.18173/2354-1075.2025-0108

Abstract

As part of the curriculum for English language teacher education, PBL aims to facilitate English Language Teaching (ELT) majors with essential knowledge of basic PBL features and how to integrate PBL in EFL classrooms. This case study explores the students and instructors’ handson learning experience in this PBL course using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model and employing a mixed-methods approach with an Action Research design. The findings of the study show that the integration of hands-on experiences into the PBL course is positively perceived by students with an average rating of 4.05 out of 5, indicating strong engagement and motivation to apply PBL in their future EFL classrooms. Meanwhile, the challenges reported, with an average rating of 3.77 out of 5, are mainly related to the lack of technological proficiency and the limited access to data collection tools. These results not only confirm the practical benefits and challenges of PBL implementation but also enhance theoretical understanding of applying the ADDIE model in the design and delivery of PBL in language teacher education. Consequently, the study contributes to existing knowledge of PBL and promotes its use in EFL classrooms