AI-Integrated Project-Based Learning in Tertiary EFL Classrooms: A Self-Determination Theory–Based Instructional Design Approach

Yujin Yang

doi:10.18686/ahe.v9i8.14416

AI-Integrated Project-Based Learning in Tertiary EFL Classrooms: A Self-Determination Theory–Based Instructional Design Approach

Yujin Yang

Abstract

The rapid emergence of artificial intelligence (AI) has created unprecedented opportunities for transforming Englishas-a-foreign-language (EFL) pedagogy. Yet many educators remain unsure how to integrate AI tools purposefully into existing pedagogical frameworks in ways that support motivation and engagement. This expanded paper presents a Self-Determination Theory (SDT)–grounded instructional design model for integrating AI into Project-Based Learning (PBL) in tertiary EFL classrooms. Drawing on reflective classroom practice rather than empirical data, the paper illustrates how AI tools can scaffold problem exploration, research, creation, and reflection within PBL cycles. An expanded analysis further explores the pedagogical tensions, ethical considerations, and emerging challenges surrounding AI-supported PBL. The paper concludes by offering future directions for teaching practice and research in AI-mediated motivational design.

Keywords

Artificial Intelligence (AI); Instructional Design Model; Self-Determination Theory (SDT)

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References

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DOI: http://dx.doi.org/10.18686/ahe.v9i8.14416

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