Effectiveness of Project-Based Learning in Improving Chinese EFL Learners’ Oral Communicative Competence

This study investigates the effectiveness of Project-Based Learning (PBL) in improving oral communicative competence among Chinese Business English majors. Using a quasi-experimental design, 62 participants were divided into a PBL experimental group and a traditional instruction control group. Pre- and post-test speaking performances were assessed using standardized oral tests scored by trained raters. Additionally, an attitude questionnaire was administered to evaluate learners’ perceptions of PBL and its impact on soft skills development. Results showed that students in the PBL group made significant improvements in fluency, vocabulary use, and communication confidence, while the control group showed no significant gains. Moreover, learners expressed positive attitudes toward PBL, emphasizing its role in enhancing not only language proficiency but also essential soft skills such as collaboration, creativity, and self-management. These findings support the integration of PBL into Business English curricula as an effective pedagogical approach that fosters real-world language use and prepares students for workplace communicative competence.