A Systematic Literature Review about Project-Based Learning in English Classroom in China

Authors

  • Ying Liu

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Maslawati Mohamad

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Nur Ainil Sulaiman

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i4.8780
Received: 18 February 2025 | Revised: 12 March 2025 | Accepted: 14 March 2025 | Published Online: 13 April 2025

Abstract

This study aims to systematically review the existing literature on Project-Based Learning (PBL) in English language classrooms in China. It explores the adoption, effectiveness, challenges, and strategies for implementing PBL in Chinese educational settings, focusing on both linguistic and non-linguistic outcomes. The study also examines the specific factors influencing the successful integration of PBL into China’s education system. A comprehensive literature review was conducted, analyzing 31 selected empirical and theoretical studies published between 2010 and 2024. These studies were sourced from various academic databases, including CNKI, Web of Science, Scopus, and ERIC. The data extraction involved coding the studies based on study details, methodologies, outcomes, challenges, and recommendations. The studies were then synthesized to identify key trends, findings, and gaps in the literature related to the use of PBL in Chinese English classrooms. The findings indicate that PBL has been shown to improve students’ linguistic abilities, including speaking, listening, and writing, and foster critical thinking, creativity, and collaboration. However, challenges such as teacher training, rigid curricula, and institutional pressures hinder its widespread implementation. Successful PBL implementation requires support for teachers and tailored curriculum adjustments. This study provides a comprehensive synthesis of PBL in Chinese English classrooms, addressing both theoretical and practical gaps in the literature. Its insights contribute to the development of strategies for more effective PBL adoption and offer actionable recommendations for teachers and policymakers.

Keywords:

Project-Based Learning; English Language Education; Pedagogical Strategies; Language Acquisition

References

[1] Magfirah, N., 2022. Penerapan Model Pembelajaran Project Based Learning dalam Pembelajaran Biologi. Hybrid Journal of Pendidikan dan Pembelajaran Sains. 1(1), 42–46.

[2] Yuliansyah, A., Ayu, M., 2021. The Implementation of Project-Based Assignment in Online Learning During Covid-19. Journal of English Language Teaching and Learning. 2(1), 32–38. DOI: https://doi.org/10.33365/jeltl.v2i1.851

[3] Setiyadi, M.W., 2023. Implementation of the project-based learning model to improve self efficacy and student learning outcomes. Jurnal Pijar Mipa. 18(5), 687–691. DOI: https://doi.org/10.29303/jpm.v18i5.5479

[4] Mumtaz, N., Saqulain, G., 2024. Reviving medical tourism in Pakistan-A narrative review. Pakistan Journal of Medical Sciences. 40(11), 2720–2725. DOI: https://doi.org/10.12669/pjms.40.11.8673

[5] Cubric, M., 2020. Drivers, barriers and social considerations for AI adoption in business and management: A tertiary study. Technology in Society. 62, 101257. DOI: https://doi.org/10.1016/j.techsoc.2020.101257

[6] Khoiri, N., Hayat, M.S., Siskawati, D., 2023. Sustainability Awareness Profile of Locational School Students Through ESD-Oriented Project Based Learning. Jurnal Penelitian Pendidikan IPA. 9(SpecialIssue), 932–938. DOI: https://doi.org/10.29303/jppipa.v9ispecialissue.6239

[7] Boudouaia, A., AL-Qadri, A.H., Houichi, A., et al., 2024. A study on the effect of school culture on teachers' commitment to curriculum implementation: The mediating role of self-efficacy and job satisfaction. Heliyon. 10(8), e29183. DOI: https://doi.org/10.1016/j.heliyon.2024.e29183

[8] Bi, S., Liu, R., Li, J., et al., 2021. The effectiveness of problem-based learning in gynecology and obstetrics education in China: A meta-analysis of randomized controlled trials. Medicine. 100(9), e24660. DOI: https://doi.org/10.1097/MD.0000000000024660

[9] Indrawan, E., Jalinus, N., Syahril, S., 2020. Project based learning in vocational technology education study of literature. International Journal of Science and Technology Research. 9(2), 2821–2825.

[10] Zhong, C., Lyu, K., 2022. Scaffolding Junior Middle School Students' Engagement in Online Project-based Learning During the COVID-19 Pandemic: A Case Study from East China. SAGE Open. 12(4), 1–14. DOI: https://doi.org/10.1177/21582440221131815

[11] Li, M., Fan, W., Zhang, L., 2023. Career adaptability and career choice satisfaction: Roles of career self-efficacy and socioeconomic status. Career Development Quarterly. 71(4), 300–314. DOI: https://doi.org/10.1002/cdq.12334

[12] Morawska, A., 2020. The Effects of Gendered Parenting on Child Development Outcomes: A Systematic Review. Clinical Child and Family Psychology Review. 23(4), 553–576. DOI: https://doi.org/10.1007/s10567-020-00321-5

[13] Sa'diyah, I.H., Cahyono, B.Y., 2019. Effect of Project-Based Learning through blogging on EFL students' writing ability. Journal of English as a Foreign Language. 9(2), 199–216. DOI: https://doi.org/10.23971/jefl.v9i2.1341

[14] Liu, X., Peng, M.Y.P., Anser, M.K., et al., 2020. Key Teacher Attitudes for Sustainable Development of Student Employability by Social Cognitive Career Theory: The Mediating Roles of Self-Efficacy and Problem-Based Learning. Frontiers in Psychology. 11(September), 1945. DOI: https://doi.org/10.3389/fpsyg.2020.01945

[15] Zhao, Q., Zheng, X., Zhou, S., 2018. Exploration on education model of international engineering competencies for undergraduate students through Project-Based Learning: A case study from China. Proceedings of 2018 IEEE 10th International Conference on Engineering Education (ICEED); 2018 Nov 8–9; Kuala Lumpur, Malaysia. pp. 10—14. DOI: https://doi.org/10.1109/ICEED.2018.8626957

[16] Suwastini, N.K.A., 2021. Differentiated Instruction for Efl Classroom. TELL-US Journal. 7(1), 14–41. DOI: https://doi.org/10.22202/tus.2021.v7i1.4719

[17] Kissi, E., Ahadzie, D.K., Debrah, C., et al., 2020. Underlying strategies for improving entrepreneurial skills development of technical and vocational students in developing countries: using Ghana as a case study. Education + Training. 62(5), 599–614. DOI: https://doi.org/10.1108/ET-11-2019-0264

[18] Chu, S.K.W., 2017. The effectiveness of wikis for project-based learning in different disciplines in higher education. Internet and Higher Education. 33, 49–60. DOI: https://doi.org/10.1016/j.iheduc.2017.01.005

[19] Li, Y., Hu, J., Di, W., et al., 2019. Success factors of irrigation projects based on a 'public-private partnership' model in a mountainous area: A case study in the nujiang River Valley, China. Sustainability. 11(23), 1–13. DOI: https://doi.org/10.3390/su11236799

[20] Almulla, M.A., 2020. The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. SAGE Open. 10(3), 1–15. DOI: https://doi.org/10.1177/2158244020938702

[21] Cifrian, E., Andrés, A., Galán, B., et al., 2020. Integration of different assessment approaches: application to a project-based learning engineering course. Education for Chemical Engineers. 31, 62–75. DOI: https://doi.org/10.1016/j.ece.2020.04.006

[22] Lecorchick, D., Spires, H.A., Gallo, L., 2019. Makerspace curriculum development and implementation toward cross-cultural integrative stem learning: a united states and china high school collaboration. American Society for Engineering Education. 1–7.

[23] Zhang, Y., Zhou, Y., Qin, K., 2018. Micro-Project Based Curriculum Design and Teaching Practice for Modern Engineering Education in China. Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE); 2018 Dec 4—7; Wollongong, Australia. pp. 778–782. DOI: https://doi.org/10.1109/TALE.2018.8615332

[24] Lin, K.Y., Wu, Y.T., Hsu, Y.T., et al., 2021. Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers' engineering design thinking. International Journal of STEM Education. 8(1), 1–15. DOI: https://doi.org/10.1186/s40594-020-00258-9

[25] Nainggolan, D., Pontororing, H.F., Tinus, D., 2021. Penerapan Pembelajaran Project Based Learning untuk Meningkatkan Hasil Belajar Mahasiswa dalam Mata Kuliah Pengantar Pancasila. Educouns Journal. 2(2), 1–15.

[26] Lyu, K., Xu, Y., Cheng, H., et al, 2020. The implementation and effectiveness of intergenerational learning during the COVID-19 pandemic: Evidence from China. International Review of Education. 66(5), 833–855. DOI: https://doi.org/10.1007/s11159-020-09877-4

[27] Guo, P., Saab, N., Post, L.S., et al., 2020. A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research. 102, 101586. DOI: https://doi.org/10.1016/j.ijer.2020.101586

[28] Wang, S., Zhang, D., 2019. Student-centred teaching, deep learning and self-reported ability improvement in higher education: Evidence from Mainland China. Innovations in Education and Teaching International. 56(5), 581–593. DOI: https://doi.org/10.1080/14703297.2018.1490662

[29] Samsudin, M.A., Jamali, S.M., Zain, A.N.M., et al., 2020. The effect of STEM project based learning on self-efficacy among high-school physics students. Journal of Turkish Science Education. 17(1), 94–108. DOI: https://doi.org/10.36681/tused.2020.15

[30] Yustina, Syafii, W., Vebrianto, R., 2020. The effects of blended learning and project-based learning on pre-service biology teachers' creative thinking skills through online learning in the COVID-19 pandemic. Jurnal Pendidikan IPA Indonesia. 9(3), 408–420. DOI: https://doi.org/10.15294/jpii.v9i3.24706

[31] Wang, Y., Liu, X., Zhang, Z., 2018. An overview of e-learning in China: History, challenges and opportunities. Research in Comparative and International Education. 13(1), 195–210. DOI: https://doi.org/10.1177/1745499918763421

[32] Zhou, Y., Yang, Y., Yang, J.B., 2019. Barriers to BIM implementation strategies in China. Engineering, Construction and Architectural Management. 26(3), 554–574. DOI: https://doi.org/10.1108/ECAM-04-2018-0158

[33] Hossein-Mohand, H., Trujillo-Torres, J.M., Gómez-García, M., et al., 2021. Analysis of the use and integration of the flipped learning model, project-based learning, and gamification methodologies by secondary school mathematics teachers. Sustainability. 13(5), 1–18. DOI: https://doi.org/10.3390/su13052606

[34] Spires, H.A., Medlock Paul, C., Himes, M., et al., 2018. Cross-Cultural Collaborative Inquiry: A Collective Case Study with Students from China and the US. International Journal of Educational Research. 91, 28–40. DOI: https://doi.org/10.1016/j.ijer.2018.07.002

[35] Della Torre, S., 2021. Italian perspective on the planned preventive conservation of architectural heritage. Frontiers of Architectural Research. 10(1), 108–116. DOI: https://doi.org/10.1016/j.foar.2020.07.008

[36] Pozas, M., Letzel, V., Schneider, C., 2020. Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs. 20(3), 217–230. DOI: https://doi.org/10.1111/1471-3802.12481

[37] Harefa, N., Silalahi, N.F.D., Sormin, E., et al., 2019. The difference of students' learning outcomes with project based learning using handout and sway Microsoft 365. Jurnal Pendidikan Kimia. 11(2), 24–30. DOI: https://doi.org/10.24114/jpkim.v11i2.14459

[38] Fini, E.H., Awadallah, F., Parast, M.M., et al., 2018. The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses. European Journal of Engineering Education. 43(3), 473–488. DOI: https://doi.org/10.1080/03043797.2017.1393045

[39] Cao, C., Meng, Q., 2020. Exploring personality traits as predictors of English achievement and global competence among Chinese university students: English learning motivation as the moderator. Learning and Individual Differences. 77, 101814. DOI: https://doi.org/10.1016/j.lindif.2019.101814

[40] Xiuwen, Z., Razali, A.B., 2021. An Overview of the Utilization of TikTok to Improve Oral English Communication Competence among EFL Undergraduate Students. Universal Journal of Educational Research. 9(7), 1439–1451. DOI: https://doi.org/10.13189/ujer.2021.090710

[41] Suhardi, R.M., Admawati, H., Mutia, N.B., et al., 2023. Exploring Students' Motivation in The Biology Class Using Differentiated Instruction Integrated with A Problem-Based Learning Model. Biota. 16(2), 100–111. DOI: https://doi.org/10.20414/jb.v16i2.465

[42] An, Z., Wang, C., Li, S., et al., 2021. Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes. Frontiers in Psychology. 11, 558466. DOI: https://doi.org/10.3389/fpsyg.2020.558466

Downloads

How to Cite

Liu, Y., Mohamad, M., & Sulaiman, N. A. (2025). A Systematic Literature Review about Project-Based Learning in English Classroom in China. Forum for Linguistic Studies, 7(4), 684–702. https://doi.org/10.30564/fls.v7i4.8780

Issue

Vol. 7 , Iss. 4 (April 2025)

Article Type

Review

License

Copyright © 2025 Ying Liu, Maslawati Mohamad, Nur Ainil Sulaiman

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.