Project-Based Learning (PBL) has emerged as a learner-centered pedagogical approach that promotes active learning, critical thinking, collaboration, and real-world problem solving. In English language teaching, PBL provides meaningful contexts for language use and supports the development of communicative competence alongside 21st-century skills. This article explores the theoretical foundations of Project-Based Learning, its key principles, stages of implementation in English classes, and its impact on learners’ language skills and motivation. The study also discusses the role of the teacher, assessment strategies, and challenges of applying PBL in EFL/ESL classrooms. The findings suggest that PBL significantly enhances students’ engagement, autonomy, and language proficiency when effectively planned and supported.

Project-Based Learning, English Language Teaching, learner-centered approach, 21st-century skills, communicative competence

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