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All Journal ANTHOR: Education and Learning Journal
Kalayo Hasibuan
State Islamic University of Sultan Syarif Kasim Riau, Indonesia
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Project-Based Writing Instruction in EFL Contexts: A Critical Narrative Literature Review Kalayo Hasibuan; Aufa Khairunnisa; Mela Novianti
ANTHOR: Education and Learning Journal Vol 5 No 3 (2026): Anthor 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v5i3.545

Abstract

Increasing demand for effective writing instruction in English as a Foreign Language (EFL) classrooms has encouraged educators to explore more student-centered learning approaches. One of the approaches that has received growing attention is Project-Based Writing Instruction (PBWI), which integrates writing activities with collaborative and meaningful projects. This article presents a critical narrative literature review that examines the implementation of PBWI in various EFL contexts. The review focuses on studies published between 2018 and 2026 obtained from Google Scholar, DOAJ, ERIC, and Scopus-indexed journals. The findings indicate that PBWI contributes positively to students’ writing development, particularly in terms of idea organization, vocabulary use, creativity, and learner engagement. In addition, project-based activities encourage collaboration, critical thinking, and greater student participation during the writing process. However, several studies also report challenges related to time management, classroom heterogeneity, limited technological resources, and teachers’ readiness in managing project-oriented instruction. Overall, the literature suggests that PBWI offers meaningful opportunities for improving writing instruction in EFL classrooms when supported by appropriate pedagogical planning and contextual adaptation.
Designing Authentic Tasks for Communicative Competence Kalayo Hasibuan; Dilla Apriani; Najla Nuri Adillah; Siti Nurbaithi
ANTHOR: Education and Learning Journal Vol 5 No 3 (2026): Anthor 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v5i3.581

Abstract

Communicative competence is one of the essential goals in English language teaching because students are expected not only to understand grammar but also to use language appropriately in real communication. However, many classroom activities still focus on memorization and mechanical exercises, which students’ opportunities to practice meaningful interaction. This paper discusses the importance of designing authentic tasks to develop students’ communicative competence in English learning. The study employed a qualitative descriptive method through library research by analyzing books, journal articles, and previous studies related to communicative language teaching and authentic assessment. The findings reveal that authentic tasks encourage students to use language in realistic contexts, improve interaction skills, increase motivation, and develop critical thinking. Tasks such as role plays, interviews, problem-solving activities, presentations, and project-based learning provide opportunities for students to communicate naturally. Furthermore, authentic tasks help teachers create student-centered classrooms where learners actively participate in communication. Therefore, integrating authentic tasks into English language teaching can effectively support the development of communicative competence among learners.
Co-Authors Aufa Khairunnisa Dilla Apriani Mela Novianti Najla Nuri Adillah Siti Nurbaithi