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Advances in Linguistics Research
ISSN Print:2707-2622
ISSN Online:2707-2630
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A Study on the Effectiveness of PBL on Regulating Foreign Language Learning Boredom and Improving L2 Achievements of students with varying initial L2 proficiency
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Information:
School of Zhejiang University of Technology, Hangzhou, China
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Keywords:
Project-Based Learning; Foreign Language Learning Boredom; Initial Language Proficiency; Mediating Effect
- Abstract: This quasi-experimental study examines whether Project-Based Learning (PBL) alleviates foreign language learning boredom (measured via the Foreign Language Learning Boredom Scale, FLLBS) and improves L2 performance among college students with different initial English proficiency. Eighty non- English major freshmen were categorized into high- and low-proficiency groups, receiving either a 10-week PBL program or traditional single-skill English training. Data from the Academic Boredom in English Scale and College English Test Band 4 (CET4) were analyzed via independent samples t-tests and path analysis. Results show that PBL overall significantly reduces FLLBS and lifts L2 achievements. The positive effect is prominent for high-proficiency learners but non-significant for low-proficiency ones. FLLBS acts as a significant mediator. Initial proficiency indirectly predicts L2 achievements by alleviating boredom rather than influencing performance directly. These findings provide differentiated teaching strategies for implementing PBL in college English classrooms.
- DOI: 10.35534/lin.0802023 (registering DOI)
- Cite: Ding, C. (2026). A Study on the Effectiveness of PBL on Regulating Foreign Language Learning Boredom and Improving L2 Achievements of students with varying initial L2 proficiency. Advances in Linguistics Research, 8 (2), 269-277.
