A COMPARATIVE STUDY OF PROJECT-BASED AND TRADITIONAL TEACHING METHODS IN EFL CLASSROOMS

This article examines the comparative impact of project-based and traditional learning on the development of communication and writing skills among university EFL students. The study aims to determine the effectiveness of PBL in a Kazakhstani educational context. A quasi-experimental method was applied, combining quantitative and qualitative data analysis. The findings show that PBL increases student engagement, confidence, and improves both spoken and written English. The results have value for reforming EFL teaching practices in higher education.