ABSTRACT

While there is no lack of research on project-based learning in facilitating the acquisition of content knowledge, collaborative work skills, and academic discourse socialization, there is scant research on how project work helps students focus on learning language form and function in writing lessons. This chapter critically reviews 60 research papers on project-based learning published in international journals, conference proceedings, and research reports from 2004 to 2018. The first half of the chapter seeks to examine (1) key benefits and challenges of the project-based approach to teaching and learning writing in ESL/EFL elementary, secondary, and tertiary education contexts, (2) theories and conceptual foundations that have guided the existing research related to writing for form and function focus, and (3) methodologies used in empirical research on technology-infused project-based language learning. In the second half of the chapter, we discuss how to apply foundational knowledge of project-based and technology-infused project-based learning to the practice of teaching academic writing, with a focus on language form and function. The chapter aims to make significant contributions to the field in terms of research and practice.