Proje tabanlı öğrenimin İngilizce hazırlık sınıfı öğrencilerinin konuşma yeterlilikleri ve iletişim kurma istekleri üzerine etkisi

Utilizing a mixed methods approach, the present study aims to explore the impacts of project-based learning (PBL) on English preparatory class students' speaking proficiency and willingness to communicate (WTC). It also examines feelings and perceptions toward this method. The participants were 123 students enrolled in an English as a Foreign Language (EFL) preparatory program at a private university. The data collection procedure started with pre- and post-tests conducted through both institutionally administered speaking exams and the WTC Scale. Then, semi-structured individual interviews were carried out with selected participants. The findings demonstrated that PBL significantly improved participants' speaking skills and WTC. Additionally, there was a notable improvement in post-test scores of all WTC subscales. Qualitative data from participant responses supported these results. Participants stated that they made progress in various components such as fluency, spontaneity, self-correction, real-life connection, public speaking skills, and motivation, and that they experienced a decrease in anxiety. The findings may provide valuable contributions regarding the effectiveness of PBL in tertiary-level English language instruction.