Harnessing technology-enhanced, project-based language learning

Abstract

Project-based learning (PBL) is recognised as a vital component of contemporary English language education, fundamentally promoting authentic communication and meaningful use of language through extended, student-centred inquiry. While the pedagogical benefits of PBL are well established – consistently supporting holistic student development and driving gains in academic proficiency, collaboration and sustained engagement – early implementations often resulted in static outputs, missing the opportunity to cultivate essential 21st-century digital literacies. This article proposes redesigning PBL to fully embrace dynamic, real-world communication by leveraging technology-enhanced project-based language learning (TEPBLL). We specifically examine how the strategic integration of generative AI (GenAI) can shift students’ cognitive effort from low-level tasks to higher-order critical thinking and synthesis, thereby supporting differentiated instruction and fostering responsible technological use. Following an overview of PBL’s core principles and demonstrated benefits, we present a classroom-based case study – the Shark Tank entrepreneurial simulation – to exemplify a technology-mediated project design that maximises L2 performance and learner autonomy.