Project-Based learning for Academic reading: Enhancing higher-order thinking Skills in EFL Learners Aprendizaje basado en proyectos para la lectura Académica: Mejorando las habilidades de pensamiento de orden Superior en estudiantes de inglés como Lengua Extranjera

Resumen

This study explores the effectiveness of -Based Learning (PBL) in fostering Higher-Order Thinking Skills (HOTS) in academic reading among English as a Foreign Language (EFL) university students. Using a mixed-methods approach, the research integrates quantitative (pre-test, post-test, rubric-based assessments, surveys) and qualitative (classroom observations, interviews, reflective journals) data to provide a comprehensive analysis of PBL’s impact. The study was conducted with 45 students from a public university, enrolled in an academic reading course where PBL was implemented. A pre-test was administered on the first day of the semester to assess students’ initial critical reading abilities, while a post-test was taken one week before the end of the course to measure progress. Additionally, custom-designed rubrics evaluated students' ability to analyze, synthesize, and evaluate texts. Findings revealed significant improvements in students' critical reading skills, greater engagement and motivation, and enhanced autonomy in learning. However, time management and collaboration challenges were also noted. The study concludes that PBL is a highly effective methodology for developing HOTS, encouraging deeper comprehension, problem-solving, and critical thinking in academic reading.