Course work done by

Speaking competence developments
According to Torres and Rodríguez (2017), PBL helps students to enhance their speaking competence as they are given the strength to enrich the new vocabulary so that they can express their own ideas, convey the messages and complete the tasks in the projects. It is true that when students are forced to learn the new words related to the projects, they will have more motivation to search and learn them in order to fulfill their speaking performance. These authors highlight that when students are provided with a wide range of vocabulary, they can overcome their fear of speaking and become more confident. As the results, students are in favour of discussing about their own experiences and community not only in their mother tongue but also in their foreign language (Truong, 2017). According to Pham (2014), it is PBL that enhance students’ speaking skills in the classroom. Students became more and more confident when talking in front of the class.
Opportunities for self-assessments
Railsback (2002) claims that operating PBL may engage culturally diverse learners as they are provided a wide range of learning opportunities in the classroom. Furthermore, students have opportunities to assess their learning process and their products on their own as well as provide constructive feedback to each other (Gubacs, 2004). This is meaningful and attentive to students as they can enhance their strengths or eradicate their weaknesses.
More active learning engagements
It is universally believed that PBL triggers performing engagement into the students’ learning acquisition (Cornell & Clarke (1999); Wurdinger, Haar, Hugg, & Bezon, (2007). Cornell and Clarke (1999) cite that not only does PBL supply students with team collaboration and new skills while implementing hands-on activities but it is also allowed the weak students to make progress at their own space. Research on collaborative learning shows that when working in groups positively, students have a tendency to obtain higher learning outcomes than those who work in traditional classroom environment (Gillies & Ashman, 2000). It is because the weak students can receive explanations, aids and supports from their better partners which help them to clarify the issues and build comprehension easily. As a result, they can join hands to solve the problems together. Furthermore, planning, revising and reflecting to complete the projects may help students to achieve expected outcomes in their learning (Nguyen, 2011).