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This study aims to examine the effects of Project-Based Learning on writing autonomy and AI usage in EFL learners.

April 17, 2026Frontiers in EducationOpen Access

Project-based learning as a pathway to writing autonomy and responsible AI use in university EFL learners

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This study aims to examine the effects of Project-Based Learning on writing autonomy and AI usage in EFL learners.
Quasi-experimental one-group pretest-posttest design
Participants completed writing tasks modeled after Cambridge A2 Key exam
Surveys measured writing processes, self-regulation behaviors, and AI usage
Instructor surveys captured perceptions of collaboration and motivation
Statistically significant improvement in writing performance after the PBL intervention [t(43) = 4.15, p < .001]
Increased self-reported AI usage at the beginning, leading to more selective interaction during the intervention
Teachers noted high motivation and collaboration among learners during PBL activities
Challenges noted in task division and group problem-solving

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Quasi-experimental study demonstrates improved writing in EFL learners, suggesting effective AI integration in education.

Alvarado-Mendoza et al. (2026) studied this question.

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