Abstract—Project-Based Learning (PBL), as an innovative teaching model, provides students with an authentic language practice environment. This paper evaluates the impact of PBL on 100 non-French majors’  self-confidence in language, cross-cultural awareness, teamwork ability,  and motivation through PBL teaching in a Sino-French cooperative university in Guangdong. The results of the study showed that the PBL program had a positive effect on enhancing students’  self-confidence in language and cross-cultural awareness, especially in the project tasks related to French culture, students not only improved their ability to express themselves in French, but also deepened their understanding of French culture. Meanwhile, the PBL program also effectively promoted students’  teamwork ability and learning motivation, which helped them better adapt to the cross-cultural environment.
 

Keywords—Project-Based Learning  (PBL), French language teaching, intercultural awareness, Sino-French partnerships 

Cite: Li Zhang and Ling Yin, "Project-Based Learning in Cross-Cultural Perspective: A Study of French Teaching in Sino-Foreign Cooperative Universities," International Journal of Learning and Teaching, Vol. 11, No. 2, pp. 90-93, 2025.

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