Innovation in Language Learning

 Effective English public speaking has become one of the most challenging aspects of language learning faced by current Moroccan English as a Foreign language (EFL) undergraduates from nom-English academic contexts. Latest research studies reported that many of them, still struggle with presenting, discussing, negotiating their ideas orally clearly, effectively, fluently, confidently and persuasively in English language whether in an academic or professional settings due to the limited opportunities to speak publicly in the learning and teaching process. Project-Based learning (PBL) approach has been proven as a significant innovative pedagogical strategy in developing various aspect of language, especially speaking. This research was designed to investigate the effects of Project-Based English learning strategies on the public speaking performance of Moroccan undergraduate students. It specifically, aims to explore the extent to which PBL can develop 21st century skills (such as creativity, collaboration, communication, critical thinking, and problem-solving), verbal elements (fluency and vocabulary), and non-verbal cues (gestures and body language) among Moroccan undergraduate students. To achieve the goal of this research, pre-and-post intervention speaking assessments and interviews research designs were used to collect the data.  A sample of n= 93 Marketing students from the department of Economics of Moulay Ismail University were purposely selected to participant in this work. Obtained results from the post-test showed the implementation of PBL strategies significantly improved their English public speaking performance with MD= 13.26; SD= 3,24; P= <0.001. The findings of this study proved the effectiveness of PBL not only in enhancing communication abilities, creativity, critical thinking, collaboration, problem solving, but also demonstrate its effectiveness in developing non-communication skills of the participants of this work. These results contribute to the growing body of evidence supporting the adoption of Project-Based learning approach in EFL teaching, particularly in contexts where enhancing the English-speaking skills is a priority.  The findings suggest that further research should explore the integration of BPL across different educational levels and disciplines to maximize its pedagogical impact in diverse learning contexts.

Key words: BPL, Public speaking, undergraduates, 21^st century skills, verbal, non-verbal communication