Evaluating the Efficacy of Traditional Versus Project-Based Approaches in Developing Undergraduate Scientific Writing Skills
Keywords:
Project-Based Learning (PBL), Scientific Writing, Academic Writing InstructionAbstract
Scientific writing is a core academic competency essential for knowledge dissemination, especially in research-driven higher education. However, undergraduate students—particularly in English as a Foreign Language (EFL) contexts—often struggle to master the conventions of scientific writing due to limited exposure, low motivation, and rigid instructional methods. This study aims to explore the comparative effectiveness of traditional instruction and project-based learning (PBL) approaches in teaching scientific writing. Conducted at a Central Asian university, the study employs a mixed-methods quasi-experimental design with a control (traditional method) and an experimental (PBL) group of undergraduate students. Quantitative data from pre- and post-tests were complemented by qualitative data from student reflections and instructor journals. Results reveal that the PBL group outperformed the traditional group in writing proficiency, engagement, and conceptual understanding. The paper concludes with pedagogical implications for curriculum development and educator training to foster student-centered, authentic writing environments in higher education.
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