Project-based learning (PBL) is an alternative teaching approach which addresses the need for student-centered learning fostering a global shift towards 21st century skills of collaboration and problem-solving. This research examined the effect of PBL on English language students' productive skills during their freshman year at Majmmaah University. The research used a mixed-method design, including pre- and post-tests, semi-structured interviews, and participant observations. The sample size was calculated using Sloven’s formula employing a simple random sampling technique. Twelve female freshmen undergraduate students aged 18-22 from Majmmah University's first-year were sampled for writing and speaking IELTS test, observation research and interviews. The researchers used t-test using SPSS 24.0. The significance level was found to be less than the threshold of 0.05, indicating that the students speaking and writing performance improved after getting introduced to the PBL strategies. Semi-structured interviews revealed that PBL significantly improved students' English proficiency, including linguistic proficiency, individual and social attitudes, autonomy, motivation, confidence, research skills, creativity, and collaborative learning skills. It was also noted that during 10 weeks, initially, participants showed reduced use of L2, with L1 being their primary mode of communication. Their writing assignments contained 45% mistakes, plagiarism, and copied words. After the third stage, participants showed progress in linguistic proficiency and learning skills. They became more engaged in class discussions, developed autonomy, and increased personal skills. Thus, the study recommends implementing PBL in the Universities of Saudi Arabia to enhance speaking and writing skills of English as a Foreign Language (EFL) students. © 2024 Society for Research and Knowledge Management. All rights reserved.
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