The development of English writing skills remains a persistent challenge among undergraduate ESL learners, particularly those in Malaysian public universities such as UiTM. Despite English being the language of instruction, many students struggle to communicate ideas clearly and coherently in writing due to internal barriers like anxiety and low confidence, and external factors such as limited exposure to English and a disconnect between spoken and academic language. This study investigates the integration of NotebookLM, an AI-powered content analysis tool, within a Project-Based Learning (PjBL) framework to enhance students’ writing skills. Through a qualitative approach, transcripts from five English language lecturers—each employing PjBL in their instruction—were collected, organized, and analyzed using NotebookLM. The tool’s capabilities in contextual analysis and summarization supported the extraction of key themes related to writing development, content organization, and collaborative learning. The findings show that PjBL fosters a more engaging and student-centered approach to writing instruction by promoting brainstorming, peer feedback, and structured writing processes. Key themes identified include improved content generation, enhanced essay structure, vocabulary and grammar development, and heightened student motivation. Additionally, the study underscores the significance of technology integration in streamlining qualitative data management and supporting the development of practical, real-world writing tasks. Although challenges such as time constraints and varied student participation were observed, the results highlight the value of individualized support and the need for professional development among lecturers. This study concludes that the synergy between PjBL and AI tools like NotebookLM presents a promising model for addressing long-standing issues in ESL writing instruction. It also provides a replicable method for developing writing competence in higher education, especially in contexts where traditional grammar-focused approaches fail to meet learners’ needs. Future research should explore the long-term impact of such integrations on students’ academic and professional writing proficiency.
Rahman et al. (Wed,) studied this question.