Abstract
Project-Based Learning (PBL), referred to as Project-Based Language Learning (PBLL) when students learn a second or foreign language through project work, is a growing field of research worldwide. Since the 1980s, PBLL has been empirically studied in numerous contexts: in K-12 and higher education settings, multiple target languages, and many regions and countries. However, as the number of PBLL studies has increased, the need for analyzing PBLL research on a global scale and through regional and country-level analyses has become of high importance. Through a case study review of countries with strong PBLL research, regional and global research trends, as well as gaps, can be identified, while areas that have been amply researched can be satisfactorily concluded. This paper will discuss findings based on a case study of PBLL in Turkey, Greece, and Cyprus, which were part of a larger global study on PBLL research (Beckett et al., 2020). We will highlight PBLL studies within the region, identifying regional trends in K-12 and higher education research, multi-country projects, and research gaps in technology and assessment, which are seen as gaps in PBLL research worldwide (Beckett and Slater., 2020).
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