Project-based learning method to improve writing skills in secondary education

Abstract

This study explores how Project-Based Learning (PBL) supports the development of writing skills among secondary school students. It also examines how pre-service and early-career English teachers perceive and apply PBL in their teaching. The approach draws on constructivist and communicative principles, encouraging students to learn through collaboration, creativity, and meaningful language use. A mixed design was adopted, combining quantitative and qualitative elements. Sixty-three participants took part: 45 pre-service teachers and 18 early-career teachers from pedagogical universities and secondary schools in Kazakhstan. Data were gathered using an online questionnaire and analyzed through descriptive statistics and content analysis. The findings show that most participants view PBL positively, considering it an effective and motivating approach to teaching writing. While they recognized challenges such as time management and fair assessment, both groups expressed readiness to apply PBL in practice. The study highlights the importance of professional training and institutional support to ensure successful implementation. PBL emerges as a sustainable and engaging framework for promoting communicative competence and writing proficiency in modern classrooms.