摘要：Project-Based Instruction (PBI) is believed to enjoy a strong theoretical foundation; however, the practical relevance of this sort of instruction is associated with lots of controversies. This study focused on the application of PBI to the Iranian university context. The objective was to find out whether this kind of instruction exerts positive effects on the motivation of university students majoring in English language. The measuring instrument used was the Academic Motivation Scale (AMS). Eighty BA students from Islamic Azad University (Kermanshah and Sanandaj Branches) and Payame Nour University (Eslamabad Gharb and Kermanshah Branches) participated in the study. The design of the study was Solomon four-group (SFG) in which there was one research question addressed by six complementary hypotheses. On the basis of the results, it was concluded that 1) this type of instruction leads to motivation improvement for the participants who receive the treatment both in the pretest/posttest and experimental/control groups, 2) SFG provides the necessary framework to keep the influences of the pretests under control, and 3) there are statistical justifications to be cautious when generalizing the findings.
