Effects of project-based learning on English speaking proficiency and student engagement among polytechnic EFL learners in China

Many EFL learners face challenges in English speaking and classroom engagement due to limited opportunities for authentic communication, low motivation, and passive learning environments. To address these challenges, Project-Based Learning (PBL) was implemented to foster active participation and improve speaking proficiency. Grounded in Sociocultural Theory, Selfdetermination Theory, Comprehensive Output Hypothesis and Trade-Off Hypothesis, this study aims to investigate the effects of PBL on polytechnic EFL learners’ English speaking proficiency (complexity, accuracy, and fluency) and student engagement (behavioural, emotional, cognitive, and agentic engagement). A quasi-experimental design was utilized in this study. Ninetysix participants from two classes at a polytechnic in China were assigned to the experimental and control groups. The experimental group received instruction through PBL, while the control group was taught using a conventional teaching method. Data were collected using speaking tests, questionnaires, and interviews. The data from speaking tests and questionnaires were analysed using t-tests, MANOVA, and ANOVA. The data from interviews were analysed using thematic analysis. The results of t-tests revealed significant effects between two groups on complexity (p =.042) and fluency (p =.015), but found no significant difference in accuracy (p =.837). Furthermore, the results of t-test showed that there were significant differences in syntactic complexity (p=.048), pronunciation accuracy (p =.020), speech rate (p =.033), and self-repairs (p =.007). However, no significant difference were found in lexical complexity (p =.094) and syntactic accuracy (p =.648) between the two groups. The MANOVA results revealed a significant difference between two groups in overall speaking proficiency (p =.023). The ANOVA results showed significant interaction effects on complexity (p =.001) across high, medium, and low proficiency PBL learners over time. However, there were significant differences in fluency only between high and low proficiency learners (p =.004), and no significant effects were found in accuracy (p =.686). The t-tests results showed significant effects on behavioural (p =.001), emotional (p =.009), and cognitive (p =.034) engagement between two groups, but found no significant difference in agentic engagement (p =.823). The MANOVA results revealed a significant difference between two groups in overall engagement (p =.001). Lastly, the thematic analysis showed that the polytechnic learners highly perceived PBL as improving speaking proficiency, enhancing student engagement, developing soft skills, and boosting selfconfidence and courage. Meanwhile, challenges were reported to be encountered in the implementation of PBL, such as collaborative and videomaking issues. This study concludes that PBL is more effective than the conventional teaching method in improving polytechnic EFL learners’ speaking proficiency and student engagement. This study provides implications for curriculum designers and teachers to implement PBL effectively to improve EFL learners’ English speaking proficiency and student engagement.

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