Exploring Project-Based Learning in Promoting EFL Students’ Multimodal Communication Skills: A Qualitative Case Study

Ardiansyah, Yusril (2025) Exploring Project-Based Learning in Promoting EFL Students’ Multimodal Communication Skills: A Qualitative Case Study. Undergraduate thesis, UIN Kyai Haji Achmad Siddiq Jember.

Text Moch Yusril Ardiansyah_201101060011.pdf Download (3MB)

Abstract

Project-Based Learning (PBL) has been widely implemented in English as
a Foreign Language (EFL) classrooms to promote student-centered learning and
authentic language use. However, previous studies have largely examined PBL in
relation to general language skill development, while limited attention has been
given to its role in fostering students’ multimodal communication skills,
particularly within the Indonesian EFL context. Multimodal communication,
which involves the integration of linguistic, visual, auditory, and gestural modes,
has become increasingly relevant in the digital era. Nevertheless, empirical
evidence on how these skills are developed through classroom-based projects
remains underexplored. Therefore, this study addresses this gap by investigating
the implementation of Project-Based Learning in developing students’ multimodal
communication skills in an EFL classroom.
This study aimed to explore how Project-Based Learning was
implemented to develop students’ multimodal communication skills and to
examine the challenges and opportunities perceived by students during the
implementation. Accordingly, this research was guided by the following research
questions: (1) How is Project-Based Learning implemented to develop students’
multimodal communication skills in the EFL classroom? (2) What challenges do
students perceive in integrating multimodal communication into Project-Based
Learning in the EFL context? and (3) What opportunities do students perceive in
integrating multimodal communication into Project-Based Learning in the EFL
context?
This research employed a qualitative approach with a case study design.
The participants consisted of forty students at one public junior high school in
East Java, Indonesia. Data were collected through classroom observations, semi￾structured interviews, focus group discussions, and document reviews. The data
were analyzed using thematic analysis, and the trustworthiness of the data was
ensured through data triangulation and member checking.
The findings indicated that Project-Based Learning facilitated the
development of students’ multimodal communication skills through several
instructional practices, including setting multimodal project goals, designing
learning tasks that required the integration of multiple modes, providing
scaffolding for multimodal production, encouraging collaboration, and promoting
reflection. In addition, students perceived both challenges and opportunities
during the implementation, particularly related to time constraints, varying levels
of digital literacy, and limited access to technological resources. Pedagogically,
this study provides practical implications for EFL teachers by offering insights
into designing Project-Based Learning activities that support students in
communicating effectively through multiple modes.

Actions (login required)

View Item