The Effect of Project-Based Learning on Enhancing Iranian EFL Learners’ Behavioral Engagement

This study investigates the enhancing learners’ behavioral engagement through project-based learning. To do this, ۹۰ students from the population of Iranian EFL learners studying English in Safir Language Institute in Tehran, Iran were selected. This study was conducted with Iranian male and their proficiency level was pre-intermediate. The researcher selected participants based on non-random convenience sampling. The sample population was divided into two groups; namely, NPBG (N= ۳۰) and PBG (N= ۳۰). Multiple data types were collected and used to triangulate findings. First, each paired task interaction was audio-recorded. Second, participants wrote retrospective diary entries (in Farsi) reflecting on each of the task experiences. Third, an engagement questionnaire was administered after each task, which included ۳۵ Likert items to which students indicated their level of agreement on a seven-point scale. A‘t-test’ on the mean scores of both groups indicated a significant difference between the scores of the post-tests, meaning that the PBL was significantly effective on the learners’ behavioral engagement. Findings led to the conclusion that the PBG group outperformed the NPBG group. The product of this study can help curriculum designers; language instructors and practitioners appreciate the importance of PBL

کلیدواژه ها:

behavioral engagement” ، “EFL learners” ، “project-based learning”.