Developing critical thinking skills (CTS) and reading comprehension ability (RCA) is crucial for English as a foreign language (EFL) learners, yet many struggle with these cognitive competencies. Although project-based learning (PBL) has been widely recognized for its pedagogical benefits, existing research has primarily focused on quantitative evidence of its effectiveness, with limited understanding of the underlying mechanisms through which PBL fosters these skills. Moreover, few studies have explored how PBL supports CTS and RCA development in Chinese college EFL contexts. To address these gaps, this study explores how PBL facilitates the development of CTS and RCA by employing a qualitative case study approach. Data were collected through in-depth interviews, classroom observations, and journals. Purposive sampling with maximum variation was employed, and three cases from high, medium, and low levels of CTS and RCA were selected as participants of the study. Thematic analysis was conducted within cases and across cases. The study reveals that PBL fosters CTS by engaging students in problem-solving, inquiry-based learning, and reflective evaluation. In addition, it enhances RCA by integrating explicit reading instruction, authentic material engagement, and collaborative discussions. Moreover, the study highlights differentiated development pathways in CTS and RCA across learners with varying proficiency levels, supported by adaptive scaffolding that facilitates their integrated growth. The findings contribute to the literature by proposing a conceptual framework that illustrates the cognitive and instructional mechanisms through which PBL supports CTS and RCA development in EFL contexts.
Song et al. (Wed,) studied this question.