ISSN 2348-3156 (Print)

International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 7, Issue 3, pp: (319-324), Month: July - September 2019, Available at: www.researchpublish.com

Exploring Project-Based Learning as 21st

Century Learning Practice in Enhancing
Critical and Creative Thinking: A Case Study
of Form Two ESL Students
Sutinah Sari Mohd Alwi1, Azlina Abdul Aziz2
1,2
Universiti Kebangsaan Malaysia, Bangi, Malaysia

Abstract: Education system in Malaysia, as in many countries, is leading towards the 21st Century teaching and
learning which integrates the use of project-based learning (PBL) to prepare students holistically to compete in
this rapidly globalising world. Blending PBL into English language classroom is one of the strategies to promote
critical thinking and creativity in language learning. In order to apply critical and creative thinking, teachers have
to maximise the use of PBL for self-paced learning regardless of students’ skill levels. However, research shows
that only a small percentage of English language teachers use PBL regularly. Thus, this research aims to explore
the effect of implementing PBL approach among English as a Second Language (ESL) learners in improving
students’ critical and creative thinking skills as well as students' and teachers’ perspective regarding the practice.
In this study, semi-structured interviews and observations are employed to collect data from three low to
intermediate level of proficiency form two students and two English teachers in Kuala Kangsar, Perak. PBL
benefits students in a way that it motivates them to learn language through real-world experiences. Teachers can
implement and adapt the step-by-step of PBL method in this study to increase students’ participation in the
language classroom. This study is hoped to provide teachers and students the insight of PBL tremendous potential
to accelerate critical and creative thinking especially in ESL teaching and learning.
Keywords: Project-based learning, PBL, critical thinking, creative thinking, HOTS, 21st century learning, ESL.

I. INTRODUCTION
According to the Malaysia Education Blueprint 2013-2025, one of the shifts in education system is to provide equal
access to quality education of an international standard. In order to achieve the standard, in 2017, the Ministry has
launched the Secondary School Standard Curriculum or Kurikulum Standard Sekolah Menengah (KSSM). KSSM
stipulates the importance of the development and the application of 21st century curriculum and assessment. This
curriculum focuses on student-centred and differentiated teaching but have a greater emphasis on project-based work.
Project-based Learning (PBL) promotes 21st century learning based on the elements of communication, collaboration,
critical thinking and creativity as well as moral values and ethics. PBL mirrors the real-world experiences where students
learn to plan and keep track of the progress of their projects. The effective completion of the project includes critical and
analytical thinking as well as creativity and collaborative work. Through hands-on and minds-on activities, students are
able to apply knowledge and skills to real life settings which would lead to favourable outcome in their future encounters.
In English as a Second Language (ESL) context, PBL refers to the method of learning a second language based on
projects in which the focuses are on the utilisation of authentic language and acquiring students to do meaningful tasks
using the target language.

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The Blueprint also specifies that every pupil should be independently proficient in the English language as defined by the
Common European Framework of References (CEFR) in order to meet the international benchmark of English
curriculum. Hence the latest curriculum (KSSM) enables the development of the Standard-Based English Language
Curriculum for Secondary Schools (SBELC). Among the aims of SBELC are “to enable pupils to make calculated
decisions through critical and analytical thinking, and collaborate with others to solve problems creatively and
innovatively in the real world”. In SBELC document, the mapping of the English language content and suggested
pedagogical approaches are presented align with the CEFR to fully cater for cognitive progression in the learning
standards.
In addition, the school curriculum is revised to embed a balanced set of knowledge and skills. Surveys of Malaysian and
multinational companies suggest that our students fall short on the soft skills looked for by prospective employers
(Malaysia Education Blueprint, 2013). Critical thinking and creative thinking are among the significant soft skills required
in work place as well as other skills such as attitude, communication, work ethic, teamwork, decision making, time
management, motivation, flexibility, problem-solving, and conflict resolution. To address this issue, the ministry has
revamped national examinations and school-based assessments to gradually increase percentage of questions that test
higher-order thinking skill (HOTS). In SBELC, emphasis on HOTS refers to the four cognitive levels namely, application,
analysis, evaluation and creation. By 2016, higher-order thinking questions has comprised at least 40% of questions in
UPSR and 50% in SPM. Students will be trained to think critically while school-based assessments will also “shift their
focus to testing for higher-order thinking skills” (Malaysia Education Blueprint, 2013). Furthermore, in an exam-oriented
assessment, only 10% of the questioned posed in reading comprehension is HOTS. Thus, PBL is a medium for teacher to
teach critical thinking. This study is significant for ESL teachers to understand the ministry objective to incorporate 21st
Century teaching and learning skills - which in this study refers to the ability to think critically and creatively - into the
curriculum.
Statement of the Problem. As stated in the Malaysia Education Blueprint 2013 - 2025, only 28% of students achieved a
minimum credit in the 2011 SPM English paper against Cambridge 1119 standards. Through the revamp of the
curriculum, it is said that by 2016, at least 50% of higher-order thinking questions are comprised in SPM while school-
based assessments will also shift their focus to testing for higher-order thinking skills. Those remarkable development of
education system may be at risk towards students‟ educational outcomes. Thus, the upskilling of students' cognitive
performance is mandatory. The emphasis of language education is no longer restricted to enhancing the four language
skills but also on developing critical and creative thinking.
In order to enhance Malaysian students‟ critical and creative thinking skills, PBL should be implemented in schools to
prepare them for real-world situation. Project-based learning is a very successful learning practice that enables the
students to share their thoughts about the subject of interest. Katz & Chard (2000) describe that learners can also “ask
questions, develop theories, use different tools, use the skills acquired in the context of a real and meaningful situation”,
as well as “solve problems and answer questions in a creative way in and out of the classroom” (as cited in Du & Han,
2016, p.1080). A study in 2014 found high rates of college success among students from high schools. It is believed that
the success is lead by student-centred approach which researchers defined as project based learning. In the study, the
student-centred schools have designed their curriculum purposefully “to provide students the kinds of academic skills they
need to do college-level academic work, have the fortitude to persist through challenges, and be successful in their
careers” (Friedlaender et al., 2014, p. 22). The higher-order thinking skill is encouraged as one of the instructions, and
often requires more complex project-based and collaborative activities within the classroom. The approaches include
interactive class projects, role play, mock trials, art projects, and presentations (ibid). Therefore, curriculum in Malaysia
should also be designed in the direction of strengthening students‟ critical and creative thinking skills.
In real workplace settings, apart from communication skill, soft skills such as basic leadership, critical thinking, and being
innovative are additionally significant components of occupation competence. In addition, critical and creative skills are
also required so that people will thrive in the work environment. High-performance workplace requires workers to have
extra skills such as computational skills which is obviously important in this tech-age as well as thinking skill. As
mentioned in Faridah Musa et al. (2012), Kloppenborg and Baucus (2004) state that many skills acquired through PBL are
exceedingly sought by todays‟ employers. The skills include the “ability to work well with others, handle interpersonal
conflicts, make thoughtful decisions, practice and solve complex problems” (p.702). Kloppenborg & Baucus (2004) also
report on the result of learning students‟ learning as showed in their effective experiences gained by planning, managing,
and successful projects. Therefore, PBL plays a significant role in presenting students to a significant learning process and
make students aware of real life issues such in resolving conflicts through creative and critical thinking skills.

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However, there are limited studies of understanding the nature of PBL as a language learning practice to enhance critical
and creative thinking skills among Malaysian students. Thus, this study will explore the effect of PBL as an approach of
teaching among Malaysian students with the outcome on the development of critical and creative thinking.
Objectives of the Study. The objectives of the study are to:
i. identify the effect of PBL in enhancing students‟ critical and creative thinking in ESL classroom.
ii. explore the students‟ perspectives on using PBL in enhancing students‟ critical and creative thinking in ESL
classroom.
iii. explore the teachers‟ perspectives on PBL in enhancing students‟ critical and creative thinking in ESL classroom.
Significance of the Study. The study is useful for ESL teachers as the effects of using PBL are related to the
improvement of critical thinking and higher order reasoning skills (Allen, 2004). By understanding the effects of PBL in
cognitive development, teachers can prepare the environment to facilitate the learning process. Teachers can allocate
HOTS task to promote the different cognitive levels: application, analysis, evaluation and creation. Besides, teachers can
also assign task that required critical thinking to enhance students‟ capability of evaluating an idea logically and
rationally in order to make good judgment using logical reasons and evidences. In fact, HOTS task can also boost creative
thinking skills as students have to produce something new using their creativity and out-of-the-box thinking. Therefore, it
is important that HOTS activities are assigned to students and materials used are attentively chosen to promote students‟
full potential. The improvement in teaching method will help teachers to plan their teaching to enhance students‟
performance in answering HOTS question.
Using PBL in the classroom also promotes the 21st century learning which is assured by the ministry as the current style
of teaching and learning to prepare students to compete worldwide. Even though the findings of this study could not be
generalised as it only applies to the researcher‟s school, the ministry could compare students‟ achievement in particular
Transformational Schools (TS25) that are chosen to apply this 21st century learning approach, with other schools which
are not yet involved in the program. If the results show the students are achieving higher performance especially in
English, it can be a basis for the ministry to implement PBL approach in all schools throughout the country though further
study should be made.
Operational Definition. The terms used in this study are as follows:
Project-based Learning : PjBL is a model of learning that invites students to think creatively to take part in
performance, and experience what they do directly. This model is a model that organises learning through specific
projects (Thomas, 2000)
Higher order thinking skill: „Artful thinking‟, which includes reasoning, questioning and investigating, observing and
describing, comparing and connecting, finding complexity, and exploring viewpoints (Barahal, 2008)
Critical thinking : Critical thinking relates to the activities of analyzing, making assessment, drawing conclusions and
formulating solutions to problems (Paul & Elder, 2006; Lai, 2011)
Creative thinking: Creative thinking requires imagination, and leads to many possible answers or ideas. When a person
is thinking creatively, they are required to analysed many ideas and later sort out the few that can be implemented.
Creative thinking is the relating of things or ideas which were previously unrelated. (Rawlinson, 2017, p. 4 & 8)

II. METHODOLOGY
The research design of this study was based on a qualitative research methodology to gain insight of the phenomenon of
enhancing critical thinking through project. As cited in Strauss and Corbin (1998), “qualitative methods can be used to
obtain the intricate details about phenomena such as feelings, thought processes, and emotions that are difficult to extract
or learn about through more conventional methods” (p. 11).
Two ESL teachers were interviewed to gain insight of their perspective on PBL. Apart from that, three out of 18 form two
students were chosen for the interview as the participant for the case study. The selected research participants were
determined in a purposive conduct among the classroom learners and selection was made from the careful study of the
learners‟ language proficiency. To ensure the students are heterogenous in term of their language proficiency level,

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they were chosen based on their English test score, whether they possessed B, C or D grade. The different level of grades
was chosen because the researcher wanted to get their views of PBL in enhancing critical and creative thinking skills not
only from the good language learners but also from the poor ones. Hence, the selection of different students‟ language
proficiency level is crucial as it may influence the practice of PBL in ESL.
The instruments used in this research to collect data was observation and interview. The purpose of observation is to
document and analyse PBL practice in the classroom that can enhance students‟ critical and creative thinking. The
observations were taken place over the entire duration of the project-based learning and not only limited to a specific
lesson. The participants were observed on their social interactions, obtrusiveness towards higher order thinking tasks
assigned and their ability to respond to the tasks. Meanwhile Semi-structured interviews were conducted towards student
participants and English teachers individually. The purpose of the interviews is to gather information regarding their
experiences and knowledge of answering higher order thinking questions, their opinions, beliefs and feelings towards
enhancing critical and creative thinking through PBL. Interview allowed face-to-face verbal exchanges between the
interviewer and interviewee in which the interviewer will gain an understanding of the interviewees (Rowley, 2012).
The analysis of the data collected were matched for convergence and divergence between the students‟ and the teachers‟
perspective towards implementing project-based learning in enhancing and the students‟ critical and creative thinking
skills.
III. RESULT AND DISCUSSION
A. Applying Critical and Creative Thinking in Completing a Project - Think, Plan, Create and Evaluate
Researcher who was the English teacher of the class observed the students‟ social interactions, consciousness towards
higher order thinking skill and their ability to respond to the tasks. During the whole process of Think, Plan, Create and
Evaluate, teacher examined how critical and creative thinking was applied. The process of PBL (Think, Plan, Create and
Evaluate) was adapted from Collaborative Project in PULSE 2 Textbook.
During the Think step, teacher facilitated and scaffolded students by writing on the whiteboard questions such as What
types of information can you include? What things can you include, e.g. photos, graphs, maps? How can you organise the
information? The first step in the process gave overview of the task and opportunity to the students to brainstorm ideas.
Teacher scaffolded students, giving them examples of final draft of the project, guiding them of what kind of information
to include and where to get the information. In this stage, the students employed the „applying‟ thinking process. They
followed the examples given to guide them in their research of the topic and decided what information to include.
During the Plan stage, a more in-depth cognitive skill is required as students need to choose only the appropriate
information from the materials they have prepared. The researcher observed that the participants used their analysing skill
by carefully selecting the specific and useful information for the final draft of their project.
During the Create stage, each group created a project such as creating poster or leaflet. Teacher constantly encouraged
students to be creative and try to make the poster or leaflet as interesting as possible. At this point, the students' effort in
creating the end product of the project, - such as to include different types of information such as pictures, maps and other
colourful content to make the end product look attractive - demonstrates that the students successfully applied their
creative thinking skill in PBL.
The final step in PBL process is evaluation process. During Evaluate stage, Show and Tell method was used. Students
showed their final project to the class. Then, teacher allowed time for the students to ask and answer questions as well as
giving feedback. According to revised Bloom‟s taxonomy, while evaluating, students are able to appraise, argue, defend,
judge, support and value. Feedback can help students to improve their work for future references as well as improving
their critical thinking skill.
B. Project-Based Learning vs Traditional Learning
All three respondents concurred that they prefer PBL methods compared to the traditional language learning. It is found
that the intermediate student, Respondent A, prefers PBL because of the exchanging of ideas the method provides. She
also claimed that sharing of ideas in PBL increases confidence.
Similar to Respondent A, Respondent C prefers PBL because it provides them with the opportunity to cooperate and
communicate with peers. Meanwhile, Respondent B chooses PBL because she can express her own ideas while doing the
projects. The word „creativity‟ was also mentioned as one of the benefits of learning English through projects.
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One of the teacher views PBL as an interesting method of teaching language in her classroom. It is clearly identified that
Teacher B prefers to teach language through projects because she can divert from the conventional lesson. In her opinion,
learning language does not necessary limited to textbook. It is interesting to note that all the respondents find it
monotonous to teach and learn English using exercise books. The factor may have influenced their preferences towards
PBL.
C. The Advantage of Project-Based Learning Process to Promote Critical Thinking
Respondent A mentioned that the process of PBL helps her do the work better by following the plan. Similar to
Respondent B, the responses students get from their peers during evaluation stage may help them improve their work in
the next project. Meanwhile Respondent C agreed that the process allow her to discuss in depth with peers. Thus, it proves
that PBL promotes critical thinking because students are encourage to give and receive feedback during the lesson.
In the second part of the interview, the researcher questioned the teachers about „what is the evidence of the effectiveness
of PBL in developing students’ critical thinking skills and how do they assess?’ Teacher A mentioned that students
develop critical thinking skill when they successfully applied the knowledge they acquire during formal class into their
projects. The students‟ ability to complete the task by applying the thinking process can also be assessed through the
amount of information they included in the end-product, through writing or speaking. It is the evidence that the students
have thought critically during the planning and creating stages.
Teacher B explained how the students use their critical thinking in their lesson by integrating it to the real-life situation.
Instead of explaining their project on paper, they created a mini stage to represent their information. They see themselves
standing on stage to present so they created a mini stage full with the information. It is the evidence of the authenticity of
the task and effective critical thinking process.
D. The Advantage of Project-Based Learning Process to Promote Creative Thinking
Based on the interviews, all three respondents agreed that PBL encourages them to be creative. They can use their
creativity as the teacher does not restrict them by setting any requirement. They should be given the authority to plan,
analyse and create their own projects. Teacher only presents as the facilitator and should not interfere in the process.
Teacher A pointed out that the more efforts students put in the project indicates that they have practised creative thinking.
Students also have to ensure their project is „presentable‟ and understood by the public. This shows that they require
creative thinking skill in order to deliver the best practice. Students do not have to apply only what a teacher teaches but
they have more space and freedom to be creative. Meanwhile, Teacher B responded that she assigned a presentation board
project to the students. However, the students autonomously did further research from youtube to look for a more
interesting method of presentation. This response is one of the evidence that when given a project-based task, students are
obligated to think creatively to ensure their project is outstanding compared to other.

IV. CONCLUSION AND RECOMMENDATION

As mentioned earlier, PBL promotes 21st century learning based on the elements of communication, collaboration,
critical thinking and creativity as well as moral values and ethics. PBL emulates the real-world experiences where
students learn to plan and keep track of the progress of their projects. Although there are negative views on PBL such as
concerned when the group members do not contribute to the project, the effective completion of the project includes
critical and analytical thinking as well as creativity. PBL in English language learning serves significant function in
enhancing critical and creative thinking thus it should be practised in the classroom. Owing to that fact, it is notable to
focus on this practice in order to assist language teachers to gain a better understanding on the advantages and
disadvantages to practise PBL in their English language classroom.
The result of the observations indicates that the step-by-step (Think, Plan, Create and Evaluate) PBL serves as an
unconscious catalyst to enhance students‟ higher order thinking skills in English language classroom. Further analysis on
the interview data reveals that most of the students and teachers prefer to learn and teach language through projects as it is
more engaging compared to traditional language classroom. The tasks also provide opportunity to students to work
creatively and autonomously while teachers act as facilitator. The results also meet the aims of the SBELC which enable
pupils to make calculated decisions through critical and analytical thinking, and collaborate with others to solve problems
creatively and innovatively in the real world.
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In short, the findings of this study testify that the practice of project-based learning in the ESL classroom enhance
students‟ critical and creative thinking. Both teachers and students positively view PBL as an effective method of
teaching and learning.
The following are some recommendations for further research:
1. The research should include more student and teacher participants and is expanded to more schools in order to gain
more insight. A larger data obtain an extensive knowledge of the advantages and disadvantages of PBL method in
enhancing critical and creative thinking in ESL classroom.
2. Future researcher can expand the data collection by observing different projects from different classes. Besides, for
more comprehensive and detailed study, further research should also compare and contrast the effect of PBL in the
different levels of proficiency.
3. Further research can include students‟ academic progress. Researcher can compare and contrast the students‟ English
language development before and after carrying out PBL. Thus, pre and post test can be done to elicit any improvement in
students‟ critical and creative thinking skills.
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