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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Martabe : Jurnal Pengabdian Kepada Masyarakat JET (Journal of English Teaching) Masyarakat Berdaya dan Inovasi BEMAS: Jurnal Bermasyarakat Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of English Education Program (JEEP) Prosiding University Research Colloquium
Rohmah, Farida Noor
Universitas 'Aisyiyah Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Nursing Social Sciences Other

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Journal : PREMISE: Journal of English Education and Applied Linguistics

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EXPLORING TEACHERS' EXPERIENCES WITH PROJECT-BASED LEARNING IN ONLINE ELT: CHALLENGES, STRATEGIES, AND OPPORTUNITIES Rohmah, Farida Noor
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i2.11220

Abstract

Project-Based Learning (PjBL) is recognised for fostering active learning; yet, its application in entirely online English Language Teaching (ELT) is still inadequately examined, especially from the viewpoint of educators in Indonesian higher education. This study fills the gap by analysing the experiences of four English instructors at a private university in Yogyakarta. Employing a qualitative descriptive methodology, data were gathered via semi-structured interviews and thematically analysed to investigate the obstacles, tactics, and possibilities associated with implementing PjBL in online environments. The findings underscore several impediments, including insufficient student participation, issues in tracking project advancement, and difficulties in evaluating both technical and interpersonal abilities. Educators implemented solutions such as consistent consultation-driven feedback, integration of digital tools, and modified assessment techniques to tackle these challenges. The study indicates that online PjBL can improve students' digital literacy, creativity, and soft skills; however, it acknowledges structural limitations, including unequal access to technology, which may impede its wider use. These findings offer pragmatic insights for enhancing online English Language Teaching practices and contribute to the expanding literature on the adaptation of PjBL for virtual learning settings, with implications for educators, curriculum developers, and policymakers seeking more inclusive and effective digital pedagogies.
Co-Authors Aditya, David Sulistiawan Albanna, Dzar David Sulistiawan Aditya MARIA BINTANG Miftahush Shalihah