VietTESOL International Convention 2026

Project-Based Learning (PBL) has long been integrated into tertiary EFL/ESL classrooms as an active and practical learning approach. In Vietnam, this trend aligns with Decision 2371/QĐ‑TTg, which approves the national project to make English a second language in schools for the period 2025–2030, thereby placing greater emphasis on effective, student‑centred English teaching pedagogy. Although prior research has reported positive effects of PBL on language development and transferable skills, there is still limited evidence regarding its influence on student engagement and critical thinking in English‑major programmes at tertiary level. Addressing this gap, this explanatory sequential mixed‑methods study investigates English‑major students’ perceptions of PBL implemented through workshops and video production in an English course at a university in Ho Chi Minh City.
Approximately 74 third‑year English‑major students participated in the study. Data were collected through questionnaires, classroom observations, and semi‑structured interviews. The questionnaire examined behavioral, emotional, and cognitive engagement, as well as perceived critical thinking development, while observations and interviews provided deeper insights into learning experiences and classroom interactions.
Findings indicate generally positive perceptions of PBL, with high levels of participation, collaboration, enjoyment, deeper processing of content, and perceived gains in critical thinking, alongside challenges related to time management, uneven group contribution, and performance anxiety. The study argues that well‑designed PBL can support national efforts to improve English proficiency and higher‑order thinking. It also offers context-specific evidence to inform institutional leaders and policy makers in integrating PBL into appropriate curricula and settings.
Key words: Project-Based Learning(PBL), student engagement, critical thinking, English-major students, tertiary level