Project-based learning for the enhancement of self-regulated learning in a course of ESP

Introduction. To enhance students self-regulation and creativity, project-based learning was introduced in an ESP course at Mykolas Romeris University (Vilnius), Lithuania. The present article makes a contribution to the field of research into enhancement of self-regulated and creative learning in ESP studies. The aim of the study is to provide an insight into students’ self-evaluation of their project-based learning experience by reflecting on both the phase of project preparation and project presentation. Materials ad methods. Literature analysis and content analysis. Results. The study provides proof that the use of reflection on students’ learning experience used as a tool for self-evaluation of their project-based learning revealed three major aspects of such learning, including advantages of project-based learning, difficulties that students encountered in the process of project preparation and presentation, and a change of students’ attitudes towards the main discussion problem analysed in the project. An important finding of the study is that project-based learning fostered students’ creativity. Conclusions. Project-based learning enhanced students' self-regulation and creativity, which leads students to the following phase, i.e. the stage of taking action to improve one s learning.