Effects of Scaffolded Project-Based Language Teaching on Anxiety and Communicative Competence: Evidence From Freshman Efl Students At Uzswlu

Abstract

The increasing demand for communicative competence in higher education has prompted educators to adopt learner-centered approaches that foster active engagement, collaboration, and meaningful language use. Among these approaches, Project-Based Language Teaching (PBLT) has gained significant attention for its capacity to integrate language learning with authentic tasks and real-world problem-solving. In English as a Foreign Language (EFL) contexts, particularly among freshman university students, PBLT provides opportunities for learners to develop linguistic proficiency alongside critical thinking, creativity, and teamwork skills.