A Systematic Literature Review about Project-Based Learning in English Classroom in China

This study aims to systematically review the existing literature on Project-Based Learning (PBL) in English language classrooms in China. It explores the adoption, effectiveness, challenges, and strategies for implementing PBL in Chinese educational settings, focusing on both linguistic and non-linguistic outcomes. The study also examines the specific factors influencing the successful integration of PBL into China’s education system. A comprehensive literature review was conducted, analyzing 31 selected empirical and theoretical studies published between 2010 and 2024. These studies were sourced from various academic databases, including CNKI, Web of Science, Scopus, and ERIC. The data extraction involved coding the studies based on study details, methodologies, outcomes, challenges, and recommendations. The studies were then synthesized to identify key trends, findings, and gaps in the literature related to the use of PBL in Chinese English classrooms. The findings indicate that PBL has been shown to improve students’ linguistic abilities, including speaking, listening, and writing, and foster critical thinking, creativity, and collaboration. However, challenges such as teacher training, rigid curricula, and institutional pressures hinder its widespread implementation. Successful PBL implementation requires support for teachers and tailored curriculum adjustments. This study provides a comprehensive synthesis of PBL in Chinese English classrooms, addressing both theoretical and practical gaps in the literature. Its insights contribute to the development of strategies for more effective PBL adoption and offer actionable recommendations for teachers and policymakers.