Drowning in Projects : Project Based English Learning Challenges and Rural High School Students' Motivation

Abstract

This study investigates the impact of interactive project-based learning (PBL) on the motivation and speaking confidence of 17 high school students in a rural EFL setting. By transitioning from traditional rote-learning to collaborative, contextually relevant projects—such as those involving local agriculture and community storytelling—the research highlights how student agency and social engagement drive language acquisition. Results indicate that localizing the curriculum transforms English from a perceived "foreign burden" into a medium of identity, significantly reducing the fear of failure through peer-reliant tasks and a 65% increase in peer-to-peer linguistic support. For teachers, these findings offer a practical roadmap for overcoming resource constraints by utilizing human interaction and cultural relevance over expensive digital tools, thereby reducing teacher burnout through a "facilitator" approach. For researchers, this study challenges the "deficit model" of rural education, providing qualitative evidence that student-centered methodologies can bridge the motivational gap in underserved communities. Ultimately, the research demonstrates that empowering learners with choice and a sense of purpose fosters self-efficacy and authentic communication skills, offering a scalable framework for inclusive pedagogical reform in diverse, resource-limited educational environments globally.