Integrating Project-Based Learning and Deep Learning Principles to Foster Speaking Fluency and Critical Thinking in EFL
DOI:
https://doi.org/10.33394/jo-elt.v12i2.17578Keywords:
Project-based learning, Deep learning, Speaking fluency, Critical thinking, Indonesian EFLAbstract
This study investigates how integrating Project-Based Learning (PBL) with deep learning principles can simultaneously improve speaking fluency and critical thinking among Indonesian EFL learners. Recognizing that these two competencies are mutually reinforcing yet rarely taught together, a Project-Based Deep Learning (PBDL) model was implemented across three educational institutions involving 180 students. The study employed a quasi-experimental design to examine the model’s impact on learners’ oral performance and analytical reasoning. Findings revealed substantial improvements in both speaking fluency and critical thinking, with the strongest gains observed in discourse management and analytical reasoning. More importantly, students who engaged in authentic, problem-driven projects and received iterative feedback demonstrated greater confidence, coherence, and reflective judgment in communication tasks. These outcomes suggest that PBDL not only enhances linguistic proficiency but also fosters deeper cognitive engagement, helping learners connect language use with reasoning and decision-making. The study provides empirical and practical insights for EFL teachers, emphasizing that authentic tasks, collaboration, and structured reflection can transform traditional classrooms into active learning environments that cultivate integrated 21st-century skills.
References
Aldobekhi, S., & Abahussain, M. (2024). Enhancing English language students’ productive skills through project-based learning: A mixed method research. International Journal of Learning, Teaching and Educational Research, 23(1), 300–317. https://doi.org/10.26803/ijlter.23.1.12
Aurelia, E., & Pramono, Y. G. H. (2023). An evaluation of speaking materials in Life textbook from the perspectives of EFL students and lecturers. Magister Scientiae, 51(2), 106–119.
Azzahra, A., Durahman, E., & Fauzan, H. (2025). The effectiveness of project-based learning (PBL) in enhancing students’ speaking skills in EFL classrooms. Bulletin of Scientific Research in English Education, 2(1), 1–12. https://doi.org/10.59261/bsree.v2i1.7
Azzahra, S., & Kaniadewi, N. (2025). Building vocabulary in primary school students using contextual teaching learning model. Cokroaminoto Journal of Primary Education, 8(2), 1090–1100. https://doi.org/10.30605/cjpe.8.2.2025.6459
Berliana, W., Setyarini, S., Lengkanawati, N., Musthafa, B., & Rodiyah, R. (2025). Promoting vocational school students’ critical thinking in speaking by using Instagram: Teachers’ voices. Al-Ishlah Jurnal Pendidikan, 17(2). https://doi.org/10.35445/alishlah.v17i2.6693
Franscy, F., & Ramli, R. (2022). Problems encountered by Indonesian EFL learners in mastering speaking skills. Pioneer: Journal of Language and Literature, 14(1), 1–14. https://doi.org/10.36841/pioneer.v14i1.1176
Gunawan, W., Atiqoh, A., Wiyarno, Y., Suharti, S., & Mastoah, I. (2023). Development of interactive media for English learning. Journal on Education, 5(3), 7747–7755.
Halim, A., Suriana, S., & Mursal, M. (2023). The development of students’ critical thinking skills through project-based learning. Journal of Education and Learning (EduLearn), 17(1), 12–20.
Hasnah, S., Susanto, N., Syafruddin, S., Solehuddin, M., & Yuniarti, E. (2023). Implementing Islamic values in physical education and sports to foster the character of Ulul Albab. At-Ta’dib: Journal of Pesantren Education, 18(1), 18–27. https://doi.org/10.21111/attadib.v18i1.9909
Huang, Q., Muhamad, M. M., Che Nawi, N. R., & Li, W. (2023). Study on the impact of critical thinking skills and foreign language enjoyment on foreign language performance. International Journal of Academic Research in Progressive Education and Development, 12(3), 743–754. https://doi.org/10.6007/ijarped/v12-i3/18077
Larasati, F., Saraswaty, D. R., Haryanto, E., & Sulistiyo, U. (2024). A systematic review of motivational factors in developing speaking skills among Indonesian EFL learners. PPSDP International Journal of Education, 3(2), 382–395. https://doi.org/10.59175/pijed.v3i2.320
Muhammad, A. (2023). Developing dataset management of speech recognition based automatic English-speaking skill testing system. Journal of Educational Sciences, 7(2), 296–305. https://doi.org/10.31258/jes.7.2.p.296-305
Prasithrathsint, A. (2014). Nominalization as a marker of detachment and objectivity in Thai academic writing. Manusya: Journal of Humanities, 17(20), 1–10. https://doi.org/10.1163/26659077-01703001
Puspawati, D. A., Astuti, P. S., Wardana, I. K., & Sukanadi, N. L. (2018). Interactive lesson study as a competence indicator of prospective English teachers. International Journal of Social Sciences and Humanities, 2(2), 15–25. https://doi.org/10.29332/ijssh.v2n2.115
Riadil, I. G. (2020a). A study of students’ perception: Identifying EFL learners’ problems in speaking skill. International Journal of Education, Language, and Religion, 2(1), 31–38. https://doi.org/10.35308/ijelr.v2i1.2256
Riadil, I. G. (2020b). A qualitative study: Investigating EFL learners’ self-confidence to decrease the reticence in speaking ability. Journal of English Language Teaching and English Linguistics (ELTICS), 5(2). https://doi.org/10.31316/eltics.v5i2.876
Riszkasari, N., Fadhilawati, D., & Fauzi, A. (2021). Go Gold Generation (3G) web-based quiz for teaching and learning grammar in senior high school: Research and development. JOSAR: Journal of Students Academic Research, 6(2), 64–76. https://doi.org/10.35457/josar.v6i2.2047
Roza, D. (2022). Analysing the speaking and writing competence of an Indonesian student in the USA: A case study. J-SHMIC: Journal of English for Academic, 9(1), 13–27. https://doi.org/10.25299/jshmic.2022.vol9(1).6633
Sari, R. M., Sumarmi, Astina, I. K., Utomo, D. H., & Ridhwan. (2021). Increasing students’ critical thinking skills and learning motivation using inquiry mind map. International Journal of Emerging Technologies in Learning (iJET), 16(3), 4–19. https://doi.org/10.3991/ijet.v16i03.16515
Shi, C., Kassim, A., & Radzuan, N. (2024). Improving EFL learners’ English public speaking performance through project-based learning strategy at tertiary level. Language Teaching Research Quarterly, 42, 126–144. https://doi.org/10.32038/ltrq.2024.42.08
Sinaga, T., Kadaryanto, B., & Aulia, N. (2023). Indonesian high school students’ critical thinking and literary text comprehension. ELE Reviews: English Language Education Reviews, 3(2), 155–171. https://doi.org/10.22515/elereviews.v3i2.7621
Taherkhani, R., & Gholizadeh, M. (2023). A meta-synthesis study on the effect of critical thinking on improving language skills. Forum for Linguistic Studies, 5(3), 1–14. https://doi.org/10.59400/fls.v5i3.1687
Wene, I. W., & Vantaosen, M. M. (2023). Out-of-Java students’ perceptions of self-efficacy in English-speaking skills. SALEE: Study of Applied Linguistics and English Education, 4(2), 458–471. https://doi.org/10.35961/salee.v4i2.839
Winasih, W., Cahyono, B., & Prayogo, J. (2019). Effect of project-based learning using e-poster on Indonesian EFL students’ speaking ability across personality types. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3367522
Yawan, H., & Marhamah, M. (2024). Challenging native speakerism: TEFL in Indonesia beyond native speaker fallacy. JLE: Journal of Literate of English Education Study Program, 5(1).
Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13, 1030790. https://doi.org/10.3389/fpsyg.2022.1030790
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Rampeng Rampeng, Restu Januarty Hamid, Rosmawati Abdul Maing, Sujariati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities “tacitly or explicitly“ of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and publishing agreement.
Copyright
Authors who publish with Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
- Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1.jpg)
