Project-Based Learning Supported by Interactive Video and Student Creativity in Developing Critical Thinking in EFL Learning: An Integrative Literature Review

Desya Candra Dewi (Institut Pendidikan Indonesia)
Suyato Kusumaryono (Institut Pendidikan Indonesia)
Iman Nasrulloh (Institut Pendidikan Indonesia)
Uman Suherman AS. (Institut Pendidikan Indonesia)

IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite

Critical thinking is a fundamental twenty-first century competence that English as a Foreign Language (EFL) learners need in order to comprehend texts, evaluate information, and construct logical arguments in the target language. However, empirical evidence suggests that critical thinking among young learners remains underdeveloped, particularly in language classrooms that are still teacher-centered and rely on conventional print media. This study aims to identify, synthesize, and critically examine research findings on the contribution of Project-Based Learning (PjBL), interactive video, and creativity to the development of critical thinking skills in EFL learning. An Integrative Literature Review (ILR) design was employed, guided by the PRISMA 2020 protocol for study identification, screening, eligibility assessment, and inclusion. Data were drawn from peer-reviewed articles indexed in Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar, published between 2015 and 2026, and analyzed thematically. The synthesis identified four major themes: (1) the contribution of PjBL to analytical, problem-solving, and evaluative thinking; (2) the role of interactive video in strengthening learner attention, motivation, and comprehension of linguistic input; (3) the reciprocal relationship between creativity and critical thinking; and (4) the synergy of PjBL, interactive video, and creativity in fostering meaningful, learner-centered language instruction. The findings indicate that integrating project-based tasks, multimedia-based instructional video, and creativity-oriented activities can function as an effective pedagogical strategy for strengthening critical thinking in EFL classrooms. These results offer theoretical grounding, informed by constructivist, multimedia learning, and creativity theories, as well as practical implications for English teachers, curriculum developers, and material designers seeking to design technology-enhanced language instruction that is responsive to twenty-first century skills demands.