English Language Professors' Perceptions of Students' Collaborative Work in Project-Based Learning: the case of the Faculty of Letters and Human Sciences Ben M’Sik, Casablanca

The Project-Based Learning (PBL) approach is important in teaching English as a foreign language (EFL) because it enables 21st century students to learn job market skills that can grant them access to competitive employment opportunities. This article investigates how students’ collaborative work is perceived by EFL professors at Ben M’sik Faculty through the implementation of PBL. It also explores the challenges they face during its implementation. This quantitative study employed survey questionnaires to collect data from randomly selected university professors of English at Faculty of Letters and Humanities Ben M’sik, Hassan II University, Casablanca, Morocco, resulting in 9 responses. It utilized descriptive statistics to analyze the data and extract key findings. The latter reveal that professors hold positive perceptions towards PBL as it helps students foster collaboration skills, reinforce their motivation and engagement, develop their critical problem-solving skills and encourage their creativity. However, the study identified significant challenges such as lack of resources, students’ resistance to collaborative work, Professors’ lack of formal training and traditional assessment techniques, which can hinder the full realization of PBL’s potential impact. The study findings hold significant implications for professors, faculty as an institution, students and policy makers to adopt best practices for PBL implementation.