Perceptions of the use of canva in project-based learning in writing skills

The use of digital media in English language learning is increasingly expanding to support the learning process. However, research on the use of Canva has largely focused on learning outcomes, while studies regarding student and teacher perceptions of using Canva within Project-Based Learning for English writing skills remain limited. Therefore, this study aims to investigate student and teacher perceptions of using Canva in Project-Based Learning for English writing skills. The study employs a qualitative approach, utilizing interviews for data collection at SMK Kawung 1 Surabaya and involving students and an English teacher. The data were analyzed using thematic analysis. The findings indicate that students perceive Canva as a medium that supports the English writing process by facilitating idea development, writing organization, and collaboration. The teacher also views Canva as a medium that supports the implementation of Project-Based Learning in the English writing process. Nevertheless, both students and teachers encountered several challenges, such as limited vocabulary, difficulties in organizing ideas, technical issues, limited facilities, and disparities in students' technological proficiency. The study concludes that Canva serves as a digital learning medium that supports the Project-Based Learning approach to English writing, presenting both benefits and challenges during its use.