Enhancing English Scientific Writing through Team-Based Project: EFL Students' Perspectives in Higher Education

Abstract

Team-based project (TBP) is an innovative learning model that promotes students' active participation and collaborative knowledge construction in English language learning. Nevertheless, limited research has examined how TBP facilitates English scientific writing among English as a Foreign Language (EFL) students in higher education. This study investigated EFL students' perceptions of the implementation of TBP in generating English scientific writing. A mixed-methods design was employed involving 62 undergraduate students enrolled in a Scientific Writing course at a reputable private university in Jakarta, Indonesia. Quantitative data were collected through a 20-item Likert-scale questionnaire and analysed using descriptive statistics (means, standard deviations, and percentages), while qualitative data were gathered through semi-structured interviews and analysed using thematic analysis. The findings revealed that students perceived TBP positively across four dimensions: English scientific writing development (M = 3.85), creativity (M = 3.95), learning motivation (M = 3.87), and learning opportunities (M = 4.00), indicating high levels of agreement with the effectiveness of TBP. Interview data further showed that collaborative planning, peer feedback, and shared problem-solving enabled students to produce higher-quality scientific writing and increased their confidence in academic writing. The study recommends integrating TBP into Scientific Writing course to strengthen students' academic writing competence and collaborative learning experiences.