A Multivariate Analysis of the Effects of TEPBLL Models on Iranian EFL Learners’ Speaking Anxiety and Speaking Self-Efficacy

This quasi-experimental study investigates the impact of four Technology-Enhanced Project-Based Language Learning (TEPBLL) models—place-based, challenge-based, self-directed, and gamified—on speaking anxiety and self-efficacy among ۱۲۰ intermediate Iranian EFL learners over ۱۲ weeks. Grounded in second language acquisition theories, particularly foreign language speaking anxiety (Horwitz et al., ۱۹۸۶) and self-efficacy (Bandura, ۱۹۹۷), the study addresses gaps in comparative TEPBLL research in non-Western contexts. Using a one-way MANCOVA, with pre-test scores as covariates, significant differences were found among the models (Wilks' Lambda =.۱۱۱, F(۶, ۲۲۶) = ۷۵.۴۴۵, p <.۰۰۱, partial η² =.۶۶۷). Gamified TEPBLL was the most effective, significantly reducing anxiety (mean differences: ۹.۶۶۷–۲۰.۶۶۷, p <.۰۰۱) and enhancing self-efficacy (mean differences: ۵.۱۸۱–۸.۳۰۴, p <.۰۰۱), followed by self-directed, challenge-based, and place-based models. These findings align with Krashen’s affective filter hypothesis (۱۹۸۲) and the framework for learning with digital resources (Casal & Bikowski, ۲۰۲۰), highlighting gamification’s role in fostering engagement through game elements and autonomy in digital environments. Pre-test scores were non-significant covariates, suggesting TEPBLL’s ability to reshape affective outcomes irrespective of initial states. The study advocates for learner-centered TEPBLL designs, particularly gamified and self-directed models, in EFL settings. Limitations include the quasi-experimental design and sample specificity, warranting future longitudinal and mixed-methods research.

Keywords:

Technology-Enhanced Project-Based Learning , Iranian EFL Learners , Anxiety , Speaking Self-Efficacy