Project-based learning (PBL) is recognised as a vital component of contemporary English language education, fundamentally promoting authentic communication and meaningful use of language through extended, student-centred inquiry (Laverick, 2018). While the pedagogical benefits of PBL are well established – consistently supporting holistic student development and driving gains in academic proficiency, collaboration and sustained engagement (Beckett et al., 2025) – early implementations often resulted in static outputs, missing the opportunity to cultivate essential 21st-century digital literacies (Boss, 2014).
This article proposes redesigning PBL to fully embrace dynamic, real-world communication by leveraging technology-enhanced project-based language learning . . .
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