Investigating EFL students’ engagement in project-based speaking activities: from a multi-dimensional perspective

Abstract

Introduction: Student engagement is essential for improving academic performance and achievement. Project-Based Learning (PBL) has emerged as a promising instructional approach to enhance student engagement. However, its effectiveness across various engagement dimensions remains under-explored. Methods: This study employed a quasi-experimental mixed-methods approach to examine the impact of PBL on student engagement, with a specific focus on its behavioral, emotional, cognitive, and agentic dimensions. It involved 96 first-year students from a Chinese polytechnic, who were assigned to either an experimental group (n = 49) or a control group (n = 47). While the control group received instruction through conventional teaching methods, the experimental group engaged in PBL. Data were collected through a combination of questionnaires and interviews. Results: Findings indicate that PBL significantly enhances emotional, behavioral, and cognitive engagement. However, the results also reveal that PBL had no significant effect on agentic engagement. Students perceived PBL as a highly effective method for enhancing engagement, as evidenced by increased strong interest and enjoyment, focused concentration and effort, active use of cognitive strategies, and proactive contribution to learning. Discussion: This study demonstrates the potential of PBL to foster deeper engagement in EFL settings, particularly in behavioral, emotional, and cognitive dimensions. Nonetheless, its limited effect on agentic engagement suggests a need for instructional adjustments that encourage student autonomy and voice. These findings provide practical insights for educators aiming to implement PBL effectively in EFL classrooms.