<![CDATA[Background. Foreign language higher education faces increasing challenges in addressing learner diversity, unequal participation, and declining motivation within conventional instructional environments. Differentiated Instruction and Project-Based Learning provide complementary pedagogical approaches that may support personalized learning pathways while promoting meaningful collaboration and authentic language use. Purpose. This study aimed to examine the effects of integrating Differentiated Instruction with Project-Based Learning on collaborative engagement, motivational dynamics, and foreign language learning performance among university students. Method. A mixed-methods quasi-experimental design was employed involving 120 undergraduate students divided into experimental and comparison groups. Data were collected through collaborative engagement questionnaires, motivation scales, language performance assessments, classroom observations, reflective journals, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, inferential tests, and effect size analysis, while qualitative data were examined through thematic analysis. Results. The findings revealed that students receiving differentiated project-based instruction demonstrated significantly higher collaborative engagement, motivation, self-efficacy, willingness to communicate, and language achievement compared with students receiving conventional instruction. Conclusion. The study concludes that integrating Differentiated Instruction and Project-Based Learning creates an adaptive and inclusive foreign language learning environment by connecting learner diversity with collaborative participation and sustained motivation. The proposed framework contributes to the development of student-centered language pedagogy in higher education.]]>
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