Learning by Doing: Improving Speaking Skills through Project-Based Strategies

Sandra Paulina Porras Pumalema, Enrique Jesús Guambo Yerovi, Mayra Alexandra Carrillo Rodriguez, Luis Francisco Mantilla Cabrera

Resumen


This study explores the use of Project-Based Learning (PBL) to improve English speaking skills among A2 level students. The main objective was to assess the influence of PBL on students’ oral communication in the classroom. Learners participated in structured projects developed in dynamic and real-life contexts, which promoted the improvement of pronunciation, grammar, vocabulary, and interaction. A diagnostic test and the Cambridge KET rubric were applied before and after the intervention to measure students’ speaking performance. Additionally, surveys were conducted to understand teachers’ perceptions regarding students’ speaking levels and their experiences with PBL methodology. Based on the findings, targeted PBL strategies were implemented, and their effectiveness was monitored through observation guides. The statistical analysis using the T-student test revealed that the experimental group showed an average improvement of 0.5 points compared to the control group. Moreover, continuous progress was observed throughout the execution of four learning projects. These results confirm that PBL positively impacts the development of communicative competence. It is recommended to integrate PBL-based strategies into English instruction to foster better speaking outcomes.


Palabras clave


Project-Based Learning; Speaking; Teaching-Learning; Communicative.

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Referencias


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DOI: https://doi.org/10.23857/pc.v10i7.9901

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