The Effects of Project-oriented Tasks on Iranian Intermediate EFL Learners’ Learning Motivation

Masoud Khalili Sabet, Gholam Reza Ravand


This study sought to examine the effects of project-based learning (PBL) approach on the Intermediate EFL students’ learning motivation.  To this end, a sample of 43 male students was selected from an English language institute in Rasht, Iran. Subjects were randomly assigned into one of the two groups: the experimental group and the control group. Using research instruments such as OPT, it was ensured that all subjects were at the same level of English proficiency. The experimental group received the PBL method; however, the control group was exposed to conventional teaching method. In order to figure out whether or not the motivation of the students underwent any considerable change during the course, a version of Gardner's Motivation Test Battery (MTB) questionnaire was given to the participants of the two groups, both at the beginning and at the end of the course. When compared with the first grades, the final grades of the experimental group proved to be a lot higher than those of the control group.


learning motivation, project, project-based learning

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