THE IMPACT OF ARTIFICIAL INTELLIGENCE-SUPPORTED PROJECT-BASED LEARNING ON STUDENTS’ ENGLISH COMMUNICATIVE COMPETENCE: AN EXPERIMENTAL STUDY
Keywords:
These findings suggest that embedding AI tools within project-based frameworks amplifies the benefits of experiential, task-based language learning by providing personalized feedback, authentic interactional opportunities, and reduced communication anxiety. Implications for curriculum design, teacher training, and the responsible integration of AI in language classrooms are discussed.Abstract
This study investigates the effect of artificial intelligence (AI)-supported project-based learning (PBL) on the development of English communicative competence among secondary and tertiary-level English as a Foreign Language (EFL) learners. Adopting a quasi-experimental, pretest–posttest control-group design, the research compared an experimental group instructed through AI-integrated project tasks- including AI chatbots, speech-recognition applications, and generative writing assistants - with a control group taught through conventional project-based instruction without AI support. Communicative competence was measured across four sub-components: grammatical, discourse, sociolinguistic, and strategic competence, using a standardized speaking and writing assessment rubric adapted from established communicative-competence frameworks. Results indicate that the experimental group achieved statistically significant gains in overall communicative competence, with the most pronounced improvement in strategic and discourse competence, alongside increased learner motivation, autonomy, and willingness to communicate. The control group also improved, but to a significantly lesser degree.
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