As artificial intelligence (AI) becomes increasingly integrated into education, its potential role in project-based English language learning (PBL) requires empirical investigation. This study examined the effects of AI-mediated response tools on seventh-grade students’ motivation and classroom engagement in a junior high school in eastern China. Ninety-four students from two intact classes participated, with one class receiving AI-supported PBL instruction and the other completing similar tasks without AI support. Data were collected through a motivation questionnaire, classroom observation, and semi-structured interviews. Results showed that the AI-supported group reported significantly higher motivation and confidence. Observational findings also indicated greater participation and engagement in oral activities. However, interview data revealed challenges related to limited routine use and implementation constraints. The findings suggest that AI-supported PBL can enhance student motivation and engagement, while highlighting the need for sustainable integration and teacher support in everyday classroom practice.

Ruorui Xue. Effects of AI-Mediated Response Tools on Student Motivation and Engagement in Project-Based English Language Learning. International Journal of New Developments in Education (2026), Vol. 8, Issue 3: 39-46. https://doi.org/10.25236/IJNDE.2026.080306.

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