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Abstract
Project-based learning (PBL) has generated considerable research interest during recent decades. As a constructivist and learner-centered approach, PBL engages students in hands-on activities and prepares them for real life. The purpose of the present review is to probe into the status of PBL in teaching English as a second or foreign language (ESL/EFL) and its opportunities and challenges. Previous research has reported some benefits as well as pitfalls for the implementation of PBL. Specifically speaking, students can benefit from PBL because it triggers their motivation, engagement, creativity, communicative skills, and the development of critical thinking skills. However, there are some studies that highlighted the drawbacks of PBL such as classroom management, shortage of professional teachers, and students’ adaptation to their new role in PBL. Noteworthy to mention is that a substantial body of research has confirmed that the merits of PBL implementation outweigh its drawbacks. The learning model proposed by Mergendoller and Thomas (2005) provides a well-defined framework that can greatly minimize the challenges of PBL by providing clear structures to the teachers and clarifying different stages and learning objectives. Such a framework can also be beneficial to the students in adjusting to their new roles in PBL. The study ultimately concludes that teachers and researchers can hope for promising results if the adoption of PBL is carefully planned and carried out in different educational settings.