Abstract

Conclusion. This research contributes to the practice of English Language Teaching (ELT) by providing insights into how instructional practice is grounded in PjBL, thereby activating SRL skills in diverse linguistic classrooms. It is recommended that continuous professional development be provided to help teachers, curriculum designers, and classroom practitioners to integrate SRL-oriented practices into ELT classrooms through PjBL.

Keywords: Case study, English Language Teaching (ELT), English teacher perspectives, Project-Based Learning (PjBL), Self-Regulated Learning (SRL)

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