From a theoretical perspective, English as a Foreign Language (EFL) instruction in Indonesia faces challenges of limited exposure, examination-driven practices, and multilingual complexities, particularly in vocational high schools. Traditional teacher-centered methods often restrict authentic communication and fail to link English learning with students' professional aspirations. Project-Based Learning (PjBL) and Contextual Teaching and Learning (CTL) offer promising alternatives, with PjBL fostering collaboration, creativity, and problem-solving through authentic products, while CTL situates language learning in real-life and career-relevant contexts.
This study aimed to investigate the effectiveness of PjBL and CTL in enhancing students' engagement, cognitive, behavioral, and affective, among vocational high school students majoring in chemical analysis. Employing a mixed-
methods convergent parallel design, data were collected from 33 students through questionnaires, classroom observations, and semi-structured interviews, with
reliability and validity ensured through piloting and triangulation. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data
underwent thematic analysis. Findings revealed that PjBL significantly increased students' motivation, communication, collaboration, and critical thinking, though confidence in
professional English use required reinforcement. Similarly, CTL enhanced relevance, long-term retention, and vocational readiness, particularly in explaining technical concepts, though peer interaction and confidence needed further support. Together, PjBL and CTL demonstrated complementary strengths, bridging classroom English with workplace communication. Pedagogically, the results highlight the value of integrating authentic, student-centered approaches into vocational curricula, not only to improve
language competence but also to cultivate transferable skills for technical professions. Future research is recommended to explore scalability across vocational disciplines and the
sustainability of these approaches through longitudinal studies.