Project-based language learning in the Middle East and North Africa: An AI-assisted systematic review

Project-based language learning (PBLL) is unarguably popular worldwide. However, how commonly is this approach implemented in the Middle East and North Africa (MENA)? To find out, a systematic review of research on MENA’s PBLL practices was conducted to shed light on the region. Using a qualitative analysis approach with the assistance of generative artificial Intelligence (GenAI), this article reviews PBLL empirical research from 1980 to 2024 in MENA. Four themes emerged: PBLL implementation and effectiveness, PBLL form and function, PBLL technological integration, and challenges implementing PBLL. PBLL, which slowly began to increase in popularity in the early 2000s in MENA, was found to enhance language teaching, learning, student engagement, and critical thinking across the MENA countries, despite varying degrees of challenges. The findings stressed the role of teacher professional development and the availability of technological resources for successful PBLL implementation. The study concludes with recommendations for PBLL in MENA.