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Abstract
Project-Based Learning (PBL) has increasingly been recognized as an effective pedagogical approach in higher education, particularly in disciplines that require the integration of abstract theory, applied reasoning, and sustained critical inquiry, such as translation and interpretation studies. However, some previous surveys showed students’ boredom in teaching set up. This paper investigates how effective PBL-based Transinterpretation Theory classrooms can be attractively designed and implemented at the University of Foreign Languages and Information Technology (HUFLIT), Vietnam. Drawing on empirical data collected from a structured survey of 76 undergraduate students, the study examines learners’ perceptions of workload distribution, learning pressure, engagement, and conceptual accessibility when theoretical content is delivered through a project-based format. The findings indicate that dividing a final theory project into weekly, scaffolded tasks significantly reduces learner anxiety, enhances sustained engagement, and supports deeper comprehension of complex theoretical constructs. Based on these findings, the paper proposes a comprehensive PBL instructional framework tailored to the institutional, linguistic, and cultural context of HUFLIT. The study contributes both empirical evidence and pedagogical guidance to international discussions on PBL, translation pedagogy, and theory-oriented instruction in applied linguistics.
Keywords: Project-Based Learning; Transinterpretation Theory; Translation Pedagogy; Applied Linguistics; Learning Motivation
