THE IMPACT OF PROJECT-BASED LANGUAGE LEARNING ON PHONOLOGICAL COMPETENCE IN HIGH SCHOOL LEARNERS

This article investigates the role of project-based language learning (PBLL) in phonological competence among high school learners. PBLL emphasizes collaborative, contextual, and learner-centered approaches, fostering enhanced engagement and practical application of phonological skills. The study explores its impact on learners' pronunciation accuracy, fluency, and confidence while identifying potential challenges in assessment design. Recommendations are made for integrating PBLL into phonological evaluation frameworks to achieve a more comprehensive assessment model.