A Qualitative Study of Project-Based Learning’s Impact on Motivation and Self-Confidence in EFL Writing
DOI:
https://doi.org/10.24256/ideas.v14i2.11151Keywords:
Project-Based Learning, EFL writing, motivation, self-confidence, vocational school, qualitative studyAbstract
This study explores the impact of Project-Based Learning (PjBL) on students’ motivation and self-confidence in English as a Foreign Language (EFL) writing at SMKN 1 Mamasa. Writing in EFL contexts is often considered difficult because students must generate ideas, organize paragraphs, use vocabulary and grammar accurately, and revise their texts meaningfully. In vocational schools, the challenge becomes more complex because students often perceive English writing as less relevant to their vocational needs and future workplace contexts. This research employed a descriptive qualitative design to understand how PjBL was implemented and how students perceived its influence on their motivation and self-confidence. The participants consisted of two English teachers and six students selected through purposive sampling. Data were collected through classroom observation and semi-structured interviews. The observation focused on students’ participation, collaboration, willingness to share ideas, responsiveness to feedback, persistence, and writing behaviors during project-based activities. Interviews were conducted to explore teachers’ and students’ experiences, perceptions, challenges, and affective development during the writing process. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing or verification. The findings show that PjBL was implemented through structured stages, including topic selection, project planning, drafting, peer feedback, revision, and presentation of final products. The projects were designed to be authentic, meaningful, and connected to students’ vocational contexts. Students perceived that PjBL increased their motivation by making writing more creative, collaborative, purposeful, and relevant. It also enhanced self-confidence because students received peer support, teacher scaffolding, and opportunities to revise their work gradually. The study concludes that PjBL can transform EFL writing from an anxiety-producing grammar-focused task into a meaningful, collaborative, and confidence-building learning experience.
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