Exploring the Impact of Project-Based Learning on Materials Development of Pre-Service English Language Teachers

Developing instructional materials is critical for language learning but challenging for inexperienced teachers due to the need to balance various knowledge, skills, and constraints. This study aimed to develop the Project-Based Learning (PjBL) processes used for improving materials development and explore the effectiveness of PjBL for materials development among pre-service English language teachers in the English as a Foreign Language (EFL) context. Over twenty periods of PjBL was implemented with thirty-three pre-service teachers selected through purposive sampling. Participants produced and revised instructional materials, which were evaluated in three stages. A mixed-methods explanatory sequential design revealed significant improvements in mean scores from 11.92 (SD = 1.66) to 15.83 (SD = 1.37) and 16.58 (SD = 1.43). A Friedman test confirmed significant differences among phases (χ²(2) = 11.273, p = 0.004), with pairwise comparisons showing significant improvement from Prototypes to Revised Prototypes (z = –2.232, p = 0.026), while the difference between Revised Prototypes and Authentic Products was not statistically significant (z = –1.841, p = 0.0656). This suggests that pre-service teachers are required to complete at least one cycle to improve their materials, while a second cycle may be considered optional. Based on qualitative data, participants noted that PjBL helped enhance material qualities in terms of accuracy, attractiveness, effectiveness, and originality. The study highlights the effectiveness of PjBL in developing instructional materials and offers implications for English Language Teaching (ELT) instructors, curriculum developers, and pre-service teachers. It underscores the need to integrate materials development into teacher training programs and use PjBL to enhance materials development.