International Journal of Language and Literary Studies 54 Akharraz Mohamad University of Ibn Zohr moahamad.akharraz@edu.uiz.ac.ma DOI: http://doi.org/ 10.36892/ijlls.v3i2.601 1. INTRODUCTION Although project-based learning is not a new approach to learning (Pecore, 2015; Thomas, 2000), it was introduced into language education during the 1980s to implement student-centered teaching principles (Hedge, 1993). Since then, a growing number of researchers have been promoting it as an effective means to content and language learning (Alan & Stoller, 2005; Mohan & Beckett, 2003; Stoller, 2006). However, while an emerging body of empirical research has documented its effectiveness in language teaching (e.g., vocabulary (Migdad, 2016; Mohamadi, 2018; Reisi & Saniei, 2016; Shafaei & Rahim, 2015), language skills (Chu et al., 2011; Fragoulis, 2009; Nassir, 2014; Newprasit & Seepho, 2015; Purti et al., 2017; Simpson, 2011; Yaman, 2014), learner’s autonomy (Imtiaz & Asif, 2012; Yuliani & Lengkanawati, 2017), leadership skill (Migdad, 2016), positive attitudes (e.g., Bas & Beylan, 2010; Bas, 2011; Chu et al., 2011; Hsu, 2014; Nassir, 2014)), its effectiveness in the context of culture teaching is still not widely understood. Given the deficiency in the research on PjBL in the area of culture teaching, the primary purpose of this study is to empirically investigate the effect of the PjBL approach (Stoller’s seven-step process) together with the cultural framework of the 3Ps on students’ cultural awareness of the English cultures in the Moroccan secondary EFL classes. By investigating the effect of the PjBL approach in culture teaching in the Moroccan EFL context and other similar contexts, the results of this study might resolve a set of challenges faced by EFL instructors whenever the issue of culture is raised. Furthermore, the teaching practitioners, curriculum and course designers, material developers, and those involved with assessment might also be encouraged to use the PjBL approach to promote language and culture learning. 2. LITERATURE REVIEW Abstract While only a few studies have been conducted to explore the effectiveness of project-based learning (PjBL) in culture teaching/learning in second and foreign language education, no study known to the investigator has empirically measured the effect of PjBL together with the cultural framework of the 3Ps (products, practices, and perspectives) in the teaching of culture in an EFL context. This study aimed to measure the effect of PjBL on students’ awareness of the English cultures. Two intact groups at a Moroccan public school were randomly assigned to control and treatment groups. A cultural awareness test was utilized to measure students’ cultural awareness levels before and after a 24-week treatment. The independent sample t-tests indicated that the PjBL group substantially outperformed the control group in cultural awareness. While the study concluded that PjBL is a useful tool for incorporating cultures in the EFL classes, its proper implementation entails a redistribution of power in the language classroom and a radical change in the culture of assessment. Received: 19/04/2021 Accepted: 29/05/2021 Keywords: culture teaching, cultural products, cultural practices, cultural perspectives, project-based learning, project work, seven-step process. International Journal of Language and Literary Studies Volume 3 , Issue 2, 2021 Homepage : http://ijlls.org/index.php/ijlls The Impact of Project-Based Learning on Students’ Cultural Awareness