Duaa Abu-Naji & Dr. Nahla Nassar
Abstract
This study investigates how Project-Based Learning (PBL) can promote collaboration and critical thinking in an EFL junior-high context. The project was carried out with nine 7th-grade students at a Junior High School in Kfar Kanna, Israel. Across four 45-minute lessons, students worked in three small groups to design a “dream” classroom, library, or schoolyard. Data was collected through classroom observations and interviews with one candidate from each group. The findings indicate that students enjoyed group work and expressed pride in their outcomes. Collaboration appeared in the ways they shared ideas, divided roles, negotiated disagreements, and reached compromises. Groups that appointed a peer leader showed clearer organization and higher productivity. Communication and active listening were essential for resolving disagreements, though some students remained passive or hesitant to participate, requiring teacher support. Overall, the project encouraged problem-solving, communication, and creativity, while shifting responsibility from the teacher to the learners. The study highlights both the potential and the challenges of using PBL to foster collaborative learning in Arab-Israeli EFL classrooms.
Keywords
Project-Based Learning; collaboration; EFL; critical thinking; problem solving; action research; Arab schools in Israel
How to cite (APA)
Abu-Naji, D., & Nassar, N. (2025). The experience of EFL students engaging in collaboration through project-based learning. ELT Classroom Research Journal, 2(2), 27–38. doi.org/10.23350/eltcrj.223
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