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Abstract
Public speaking competence is a core academic and professional skill in higher education; however, for learners of English as a Foreign Language (EFL), oral performance in public contexts is frequently constrained by anxiety, fear of negative evaluation, and limited confidence. Despite years of formal language instruction, many university-level EFL learners struggle to articulate ideas clearly and confidently in presentations, seminars, and academic discussions. This paper examines project-based learning (PBL) as a pedagogical approach to developing public speaking confidence in higher education EFL classrooms. Grounded in constructivist learning theory and communicative language teaching principles, the study argues that project-based approaches provide sustained, meaningful, and low-anxiety opportunities for oral production. By engaging learners in extended, collaborative projects that culminate in public presentations, PBL shifts the instructional focus from accuracy-driven performance to purposeful communication. The paper discusses the conceptual relationship between confidence, anxiety, and speaking competence, outlines the theoretical foundations of project-based learning, and explores how structured project stages contribute to gradual confidence development. Particular attention is given to the role of the teacher as facilitator, the importance of formative assessment, and reflective practices that reinforce learners’ self-efficacy. The study concludes that project-based approaches are especially effective in higher education contexts, where learners are expected to demonstrate autonomy, critical thinking, and communicative professionalism. Integrating project-based learning into speaking instruction can therefore serve as a sustainable strategy for empowering EFL learners to become confident and competent public speakers.
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