| This study investigates the implementation of Project based learning methods in independent curriculum from the perspective of English as a Foreign Language (EFL) students. Adopting a qualitative methodology, it included surveys and classroom observations involving 30 students from the 10th grade. The results reveal that PjBL notably enhances students' language skills, critical thinking abilities, and autonomy as learners. Backed by earlier studies (Zhang & Ma, 2023; Safitri, 2024), PjBL promotes intrinsic motivation while boosting creativity and problem-solving capabilities. Students expressed increased levels of engagement, collaboration, and confidence, in line with constructivist principles that focus on active, learner-centered methodologies (Inthanon & Wised, 2024). This research also points out obstacles, such as challenges with time management and unequal contributions during group tasks, which align with the observations. Nevertheless, the advantages of PjBL, particularly its ability to enhance practical skills applicable to real-world situations, surpass these difficulties. This study adds to our understanding of how PjBL can be seamlessly integrated into the independent curriculum to foster dynamic, student-centered learning experiences. It provides valuable perspectives for educators and policymakers aiming to refine teaching strategies, underscoring the significance of PjBL in contemporary educational settings. By promoting active involvement and skill acquisition, PjBL champions a comprehensive education that meets the demands of 21st-century students. |