Perez Ortega, MariaCalderón Vallejo, Gessica Adriana2025-06-182025-06-182025Calderón-Vallejo, G. A., & Pérez-Ortega, M. I. (2024). El uso del aprendizaje basado en proyectos en las aulas de inglés como lengua extranjera: una revisión bibliográfica. MQRInvestigar, 8(2), 1492–1516. https://doi.org/10.56048/MQR20225.8.2.2024.1492-151619BT-2024-TEI32https://dspace.ucacue.edu.ec/handle/ucacue/20145Project-based Learning (PBL) is an innovative instructional approach that centers on students actively engaging in real-world projects to acquire knowledge and authentically enhance language proficiency. This study explores the use of PBL in English as a Foreign Language (EFL) classrooms, identifying pedagogical strategies and teachers' experiences when implementing this approach. A qualitative integrative review was used as the research methodology to analyze the literature from 29 articles from several databases, including Google Scholar, Scopus, Web of Science, SciELO, ResearchGate, and Redalyc, employing inclusion and exclusion criteria. The results are grouped into three categories: Studies on PBL in EFL Classrooms, Pedagogical strategies that integrate PBL to foster Speaking, and Teachers' experiences when implementing PBL. Using PBL in EFL Classrooms is an adequate approach to fostering Speaking skills through social interaction while working on projectsapplication/pdf25 páginasenginfo:eu-repo/semantics/openAccessPROJECT-BASED LEARNING; EFL; SPEAKING SKILL; SOCIAL CONSTRUCTIVISM THEORY; PEDAGOGICAL STRATEGIES; TEACHERS’ EXPERIENCESinfo:eu-repo/semantics/articlehttps://doi.org/10.56048/MQR20225.8.2.2024.1492-1516MQRInvestigar