Implementation of technology‑enhanced project‑based learning to improve university students’ English ability: A systematic literature review

Abstract

This study aims to analyze the implementation, effects, and challenges of technology-enhanced project-based learning (PBL) in improving university students’ English language proficiency while also exploring the connection between technology-enhanced PBL and students’ English learning outcomes. Using a qualitative systematic literature review method, the study synthesizes findings from 31 national and international peer-reviewed articles published between 2019 and 2023, obtained from Scopus, Google Scholar, and Semantic Scholar. The results show that a variety of digital platforms and tools were used to support project-based English learning in higher education settings. The implementation of technology-enhanced PBL significantly improved students’ English proficiency and soft skills, such as communication, collaboration, and critical thinking. However, several challenges emerged, including group conflicts, time management issues, technical difficulties, and limited internet access. Despite these obstacles, the study confirms a clear positive relationship between technology-enhanced PBL and the development of students’ English abilities. Given the limited availability of systematic literature reviews on this topic, the present research provides valuable insights into the global application of technology-enhanced PBL for improving English language education in higher education contexts.