Making PBL Sustainable for L2 Beginners: An Anki-Based Approach to Motivation and Autonomy in Elementary Hindi Learning

This study examines the motivational and sustainability effects of an Anki-based, individualized project-based learning (PBL) model in an elementary Hindi language course. Conventional PBL approaches in language education typically rely on collaborative, production-focused tasks that can be demanding for novice learners and usually conclude when the final project is submitted, leaving little structured support for continued practice. In this study, script, vocabulary, expression, sentence patterns, and pronunciation are not treated as background work but defined as the core pedagogical problem. Over the semester, each learner builds and refines a personalized Anki deck—a multimedia flashcard system based on spaced repetition—designed to support Devanagari word and sentence recognition, pronunciation practice, listening comprehension, and vocabulary retention. Each student constructed an individual deck aligned with course content, selecting vocabulary items, creating example sentences, and developing personalized memory cues that matched their learning pace and needs. Motivation was measured with a modified Instructional Materials Motivation Survey (IMMS) using only positively worded items to enhance reliability. Results showed consistently high scores across all ARCS domains, particularly for Confidence (M = 3.86) and Satisfaction (M = 3.93). Female students reported higher average scores, but gender showed no association with motivational grouping. Strong correlations among ARCS dimensions indicated consistent engagement across motivational components. Cluster analysis identified two groups of learners: highly motivated learners who treated deck creation as an ongoing learning resource, and less motivated learners who still maintained scores above the neutral midpoint—engaged enough to manage typical beginner challenges. The findings suggest that Anki-based PBL can make project-based learning workable at the novice level. By positioning deck creation as both the problem students solve and the tool they build, the model integrates continuous, self-paced practice into the project structure rather than treating it as a one-time deliverable. This design responds to a familiar gap in beginner language instruction: what happens when formal scaffolding ends. Unlike conventional PBL, which concludes with project submission, this approach creates a resource learners can use independently over time, embedding ongoing vocabulary retention and autonomous practice into the learning experience itself.