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This research study was designed to study the effects of project-based learning (PBL) in an EFL classroom. The objectives were to investigate the effects of PBL on students’ critical reading skills and its relation to other areas. It also aimed at studying students’ attitudes toward participating in PBL. The participants were 50 fourth-year students majoring in English. They were divided into two groups: an experimental group and a control group. The experimental group was taught using PBL while the control group was taught using the traditional method. The instruments in this study included tasks, a critical reading skill test, questionnaires, group reports, and an interview. Mean scores, standard deviations, and the t-test analysis were used to analyze the quantitative data while content analysis was used to analyze the qualitative data. The results revealed that the critical reading skills of students in the experimental group were significantly higher than that of the control group at 0.5 level. In addition, on average students had highly positive attitudes toward PBL. The results also showed that PBL benefited students’ other areas including collaboration skills, IT skills, communication skills, and self-esteem. This study pointed out the potential in applying PBL in an EFL classroom.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.ต้นฉบับที่ได้รับการตีพิมพ์ในวารสารคณะศิลปศาสตร์ มหาวิทยาลัยแม่โจ้ ถือเป็นกรรมสิทธิ์ของมหาวิทยาลัยแม่โจ้ ห้ามนำข้อความทั้งหมดหรือบางส่วนไปพิมพ์ซ้ำ เว้นเสียแต่จะได้รับอนุญาตจากมหาวิทยาลัยฯ เป็นลายลักษณ์อักษร
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