The ideas of project-based language learning (PBLL) align well with the action-oriented approach, which is considered a promising approach in language education (Piccardo & North, 2019). In this study, we carried out the scoping review of empirical research articles describing the implementation of PBLL in higher education during the period from 2011 to 2021, to answer these research questions: How are project-based language learning experiences designed and implemented in higher education? What are the characteristics of effective language learning projects that could be offered to university students? The results reveal that PBLL can be implemented in creative and varied ways in language education. The reviewed cases provide various solutions for topics, questions, or problems of projects; ways of designing the authentic learning environment; measures for ensuring student choice and voice; ideas for students' reflection, critique, revision, and assessment; as well as a range of public products that students could create as outcomes of projects, which may be beneficial for language educators and curriculum designers in higher education.