The Effect of Project-based Learning on EFL Learners' Motivation to Speak; A Quantitative Analysis
DOI:
https://doi.org/10.31185/wjfh.Vol22.Iss2.1592Keywords:
Project-Based Learning, Speaking Motivation, EFL LearnersAbstract
Project-Based Learning (PBL) is a student-centered teaching and learning method in which students collaborate on real-world tasks that encourage active learning and meaningful language use. This study examines students’ perceptions of the influence of Project-Based Learning on their motivation to speak English, an area that has received limited attention in Iraqi EFL contexts. It also explores whether students report reductions in speaking anxiety and fear of negative evaluation, and how PBL activities support a learner-centered classroom environment characterized by collaboration, independence, and authentic language use. The study involved 57 second-year students at the University of Duhok who participated in PBL-based instruction for two academic semesters. Data were collected using a quantitative student feedback questionnaire consisting of closed-ended items. The findings suggest that students perceived PBL as increasing their motivation to speak English and reducing speaking-related anxiety. Students also reported higher levels of confidence, enjoyment, participation, and comfort when collaborating with peers. Overall, the results indicate that PBL may support speaking motivation and contribute to a more positive learner-centered classroom environment.
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