Implementing project-based learning in Moroccan classrooms

Misconceptions, impact and challenges



English language teaching (ELT) underwent significant changes during the 1970s and 1980s. New educational approaches and practices emerged, shifting the focus from teaching to learning. Among these methods is project-based learning (PBL), which has gradually gained popularity in many ELT settings. The incorporation of the PBL approach in the educational system has revealed its positive effect on boosting learners’ skills and learning outcomes. Nevertheless, discussions with ELT practitioners and researchers in Morocco have revealed three key facts regarding PBL in the Moroccan context. First, it is noticed that such a method has not been adequately used in Moroccan classrooms, especially at the university level. Second, the implementation of PBL in Morocco has often been based on misconceptions regarding the fundamental nature of project-based learning. Third, the research exploring PBL in relation to language skills has been rather limited in comparison with studies that have investigated the role of PBL in promoting soft skills and 21st century skills. The rationale behind the present paper is therefore to promote the effective implementation of PBL in Moroccan EFL classrooms. It aims to achieve this by highlighting the essential elements for successful implementation, addressing misconceptions, and exploring the impact of PBL on learners' language skills. Moreover, this paper also discusses potential challenges that may impede the successful implementation of PBL and suggests strategies to overcome them. By clarifying misconceptions and providing guidance, this paper seeks to foster a favorable learning environment in Moroccan EFL classrooms.

Author Biography

Reddad Erguig, Chouaib Doukkali University

Reddad Erguig is Professeur habilité at the Faculty of letters and Humanities, UniversitéChouaïb Doukkali in El Jadida. He received his Doctorate degree from Mohamed V Universityin Rabat in 2003 and joined Chouaib Doukkali University in the same year. He was a Fulbrightvisiting scholar at the University of Massachusetts, USA, in 2009, conducting postdoctoral research on “An ethnographic study of the literacy  practices of newly literate Moroccanwomen”. He was also a visiting professor at Université Mohamed V in Rabat in 2006 and atUniversité Ibn Toufail in Kenitra in 2014, where he taught undergraduate and graduate courses.He is a founding and an active member of the Applied Language and Culture Studies Lab(ALCS) based at Université Chouaïb Doukkali and a member of the Moroccan Association ofTeachers of English (MATE). His main research interests include adult literacy education andEnglish language teaching. He has published many articles on adult emergent literacy andEnglish language teaching in journals both in Morocco and abroad, and has also (co)-editedseveral books and journal issues on these topics. He has also presented papers and moderatedworkshops in many national and international conferences



How to Cite

Moussaoui, R., & Erguig, R. (2024). Implementing project-based learning in Moroccan classrooms: Misconceptions, impact and challenges. International Journal of Linguistics and Translation Studies, 5(1), 15–27.