Affordances and Constraints in the Implementation of Project-Based Language Teaching: The Experiences of Teachers of English as a Foreign Language

Abstract

Project-Based Language Teaching (PBLT) is an innovative approach that enhances student engagement, creativity, and language proficiency through collaborative projects. This approach can deliver various benefits as well as pose challenges. This article reports the findings of a mixed-method study that investigated the experiences of high school teachers of English as a Foreign Language (EFL) when implementing PBLT, and PBLT’s affordances and constraints. The convenience sample comprised 120 EFL high school teachers in Tay Ninh, Vietnam. Data were collected via a questionnaire and semi-structured interviews. The findings revealed that while teachers acknowledged PBLT’s affordances, such as enhancing student engagement, improving student collaboration, and developing student creativity, they also encountered constraints related to time management, pedagogical shift, and assessment. The article offers insights for educators and policymakers to improve PBLT implementation, contributing to more effective English language instruction in Vietnamese high schools.

Received: 26^th March, 2025; Revised 1^st June, 2025; Accepted: 10^th October, 2025