Project-Based Learning to Boost EFL Learners’ Ability in Writing Persuasive Essays

Abstract

Project-based learning and persuasive writing have gained popularity in English classes after the advent of approaches supporting writing tasks with meaningful oral presentations. Although many studies are available to investigate each method's effectiveness, no study has combined them and sought to assess their impact in the Iraqi setting. Thus, the current study attempts to measure the role of project-based learning in sharpening students’ persuasive writing skills through essays covering topics such as addictions, electric cars and professional life. To realise this goal, 50 first-year students who took the Foundation English course were chosen via systematic sampling to represent either a control or experimental group at Tishk International University in Erbil, Iraq, in the 2024-2025 Academic Year. Control group students followed the principles of the official curriculum; however, experimental group students addressed brief speeches in presentations before writing their actual essays in a bi-weekly mode. Data was collected within 12 weeks through exams and surveys. SPSS results uncovered that experimental group students outperformed in writing more persuasively, earning far higher grades. Additionally, NVivo analysis showed that they relieved their stress, developed self-study habits, raised their ecological awareness, and spoke more confidently. Conversely, control group students did not benefit as much from the treatment period as their peers in the experimental group. This study’s findings may guide practitioners to consider integrating project-based learning in academic writing courses globally.