The growing integration of Generative AI (GenAI) tools in language education presents new opportunities for enhancing learner engagement. However, empirical evidence on their effectiveness remains limited, particularly in project-based and collaborative contexts. This study examined the impact of integrating GenAI tools into collaborative Project-Based Language Learning (PBLL) on EFL undergraduates' engagement and agency. Using a quasi-experimental pre-/post-test control group design and a sequential mixed-methods approach, the study combined quantitative questionnaire data with qualitative reflections. Results showed significant improvements across emotional, behavioural, cognitive, and agentic engagement dimensions, with the most substantial gains in emotional and agentic domains. Student reflections supported these findings, revealing increased motivation, confidence, participation, and a stronger sense of autonomy. Emotional responses evolved from initial uncertainty to enthusiasm, while students demonstrated leadership and self-directed learning. Participants valued the combination of GenAI with peer collaboration and teacher support, highlighting the importance of balancing technology with human interaction. The study underscores the potential of GenAI-driven PBLL to create engaging, learner-centred environments and offers practical insights for educators seeking to integrate AI meaningfully. It calls for inclusive, autonomy-supportive learning conditions that scaffold the use of GenAI while fostering reflective, active, and personalized language learning experiences.
Abdelhalim et al. (2025) studied this question.