STUDENTS’ AND LECTURERS’ PERCEPTION OF TECHNOLOGY-ENHANCED PROJECT-BASED LEARNING IN EFL HIGHER EDUCATION

Abstract

The use of digital technology into English as a Foreign Language (EFL) teaching has enabled the adaoption of innovative pedagogical approaches, such as Technology-Enhanced Project-Based Learning (TE-PjBL).Thi research aims to investigate EFL students’ perception on the application of TE-PjBL in higher education context. This research aims to investigate EFL students’ perception on the application of TE-PjBL in higher education settings. Utilizing a qualitative research approach, data were gathered via semi-structured interviews with 10 EFL students and 2 English lecturers who had participated in technology-enhanced project-based learning activities. The data were examined utilizing thematic analysis in accordance with Braun and Clarke’s methodology. The results found four themes including (1) Learning Authenticity and Real-World Relevance,(2) Digital Collaboration as a Space for Negotiating Language and Meaning, (3) Creativity and Language Production through Technology, (4) Problem-Solving and Critical Thinking Development. These results indicate that students often see TE-PjBL as a significant and stimulating educational method that fosters genuine language application, teamwork, and the cultivation of 21st-century competencies. The research highlights the essential importance of pedagogical design and teacher support in enabling the successful implementation of technology-enhanced project-based learning in EFL classrooms.