Understanding the Drivers of Project-Based Learning Effectiveness and Implementation in Academic English: Self-Efficacy and Technology as Key Factors

Abstract

This study aims to examine the factors influencing teachers' willingness to implement Project-Based Learning (PBL) in academic English courses. Specifically, it explores the impact of teachers' familiarity with PBL, their perceived benefits, and institutional support on their perceptions of PBL's effectiveness and their willingness to adopt it. The study also investigates the role of teachers' self-efficacy as a mediator and access to technology as a moderator in these relationships. A quantitative research design was employed, utilizing a survey questionnaire to collect data from academic English course teachers at T University in China. The sample consisted of 250 teachers, selected through purposive sampling. Structural Equation Modeling (SEM) with SmartPLS was used to analyze the data and test the proposed relationships between the variables. The findings revealed that teachers' familiarity with PBL, perceived benefits, and institutional support significantly influenced their perceptions of PBL's effectiveness and their willingness to implement it. Teachers' self-efficacy was found to mediate these relationships, while access to technology moderated the effect of self-efficacy on both perceived effectiveness and willingness to implement PBL. These results highlight the importance of teacher perceptions and institutional support in the successful adoption of PBL. This study contributes to the understanding of the factors that shape teachers' willingness to implement PBL, particularly in the context of academic English courses. By addressing the mediating and moderating roles of self-efficacy and technology, it provides valuable insights for educational institutions aiming to foster innovation in teaching practices.