INTEGRATING PROJECT-BASED LEARNING INTO ENGLISH FOR SPECIFIC PURPOSES CLASSES AT TERTIARY LEVEL: PERCEIVED CHALLENGES AND BENEFITS

In the last decade, EFL educators have attempted to experiment with various teaching methods discover more effective ways of and learning English, including English for Specific Purposes (ESP). Such as outcome-based (OBL), project-based (PBL), or cooperative (CBL) received a lot attention. Investigating benefits challenges these in different contexts is really necessary. The current exploratory study, therefore, aimed explore students’ perceived integrating PBL into ESP classes ‘English marketing’ course designed students majoring Business at Ho Chi Minh City University Technology (HUTECH). With participation 64 fourth-year employment three main data collection instruments questionnaire, student interviews journals, findings study reveal that integration has brought than challenges. Specifically, they could enhance their language content knowledge, workplace-related skills, self-responsibility motivation. Meanwhile, mainly encountered related classmates such lack proficiency, negative attitudes. It expected would partly contribute existing knowledge field shed light on role education HUTECH particular Vietnamese tertiary level general.