Project-Based Learning in English for Tourism and Hospitality:

Abstract

The Tourism and Hospitality industry requires graduates to have strong English communication abilities and 21st–century competencies. With traditional English for Tourism and Hospitality courses, however, students have limited opportunities for language learning and skill development through authentic challenges. Although Project-Based Learning (PBL) has been applied in English for Specific Purposes (ESP) courses in tertiary education, there is limited evidence regarding the perceived contribution of PBL to English for Tourism and Hospitality. This study investigated students’ perceptions of the contribution of PBL to English listening and speaking skills and 21st-century competencies. The study was conducted with 41 third-year Tourism and Hospitality majors at the University of Finance – Marketing (UFM). Students completed a ten-week authentic interview project with international tourists in Ho Chi Minh City. Data were collected through a post-project questionnaire and semi-structured interviews. The findings indicate that the students perceived PBL as beneficial for developing English listening and speaking skills (mean scores ranging from 4.2 to 4.6) and 21st-century competencies (mean scores ranging from 4.2 to 4.7), with communication and collaboration receiving the highest ratings. The findings provide pedagogical implications for integrating authentic and project-based activities into English for Tourism and Hospitality and other ESP courses in higher education.