Mohammed V University in Rabat, Morocco.
Research Article
World Journal of Advanced Research and Reviews, 2024, 24(01), 1929–1939
Received on 12 September 2024; revised on 19 October 2024; accepted on 22 October 2024
This study examines the effects of Project-Based Learning (PBL) on the development of critical thinking and soft skills among 12th-grade Moroccan EFL students. The study used a qualitative research design and involved 24 students who participated in a PBL unit focused on addressing child marriage. Data collection methods included focus group discussions and reflections from the teacher-researcher. The findings show that PBL effectively enhances critical thinking by involving students in activities that require them to learn and apply various skills such as analysis, evaluation, and synthesis of information in real-life situations. Students also reported increased engagement and improvements in critical thinking skills as well as some soft skills, particularly in teamwork and communication. However, the study identified challenges related to time management and unequal participation in group tasks. The study emphasizes the potential of PBL to enhance students’ critical thinking and essential skills in educational settings, specifically in an EFL context. Recommendations of the study include implementing strategies to improve time management and establish clear group roles to maximize the benefits of PBL.
Project-based learning; Critical thinking; Soft skills; EFL teaching; Collaboration
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Hicham ASTAIFI. Exploring the impact of project-based learning on critical thinking and soft skills development among Moroccan EFL students. World Journal of Advanced Research and Reviews, 2024, 24(1), 1929-1939. Article DOI: https://doi.org/10.30574/wjarr.2024.24.1.3233