Vol. 13/ Núm. 1 2026 pág. 396
https://doi.org/10.69639/arandu.v13i1.1923
Project - based Learning to Boost Speaking Skills in A2 Level
Students
Aprendizaje basado en proyecto para mejorar las habilidades de expresión oral en
estudiantes de nivel A2
Rosalia Efigenia Benites Bachón
roxybb61@gmail.com
https://orcid.org/0009-0006-1001-9444
Universidad Bolivariana del Ecuador
Ecuador - Durán
Johnny Segundo Campoverde López
Jscampoverdel@ube.edu.ec
https://orcid.org/0000-0003-0108-4755
Universidad Bolivariana del Ecuador
Ecuador - Durán
Josue Reinaldo Bonilla Tenesaca
jrbonilla@ube.edu.ec
https://orcid.org/0000-0002-6748-2345
Universidad Bolivariana del Ecuador
Ecuador - Durán
Artículo recibido: 10 diciembre 2025 -Aceptado para publicación: 18 enero 2026
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
Developing oral communication remains one of the most persistent challenges for A2-level EFL
learners in Ecuadorian public schools, particularly in socioeconomically vulnerable contexts
where exposure to authentic language use is limited and teacher-centered practices dominate
classroom instruction. This study examined the effectiveness of Project-Based Learning (PBL) as
a communicative and experiential pedagogical framework for enhancing speaking competence
among secondary students in Monte Sinaí, Guayaquil. Drawing on the principles of
Communicative Language Teaching, the research employed a mixed-methods, quasi-
experimental design that integrated a standardized oral proficiency assessment, a perception
survey, systematic classroom observations, and semi-structured teacher interviews. Eighty first-
year high school students participated in a six-week intervention in which collaborative projects
were embedded into regular English lessons. The findings revealed consistent improvement in
students’ overall speaking proficiency, accompanied by noticeable gains in confidence,
engagement, and interactional behavior during communicative tasks. Students demonstrated
greater autonomy, increased use of English for meaningful exchanges, and more active
participation in project-related discussions. Qualitative evidence further showed that PBL
fostered an environment conducive to sustained peer collaboration, authentic language use, and
reduced anxiety during oral activities. Teachers highlighted the positive shift in learners’
Vol. 13/ Núm. 1 2026 pág. 397
willingness to speak and their capacity to negotiate meaning in real-time interactions. Overall, the
study provides empirical support for the pedagogical value of PBL in resource-constrained EFL
settings and underscores its potential to operationalize communicative principles through
purposeful, student-centered tasks. The findings suggest that integrating PBL into Ecuadorian
EFL programs can strengthen oral communication skills while promoting learner agency,
motivation, and meaningful engagement with the target language.
Keywords: project-based learning, communicative language teaching, oral proficiency,
english as a foreign language, ecuadorian educational context
RESUMEN
El desarrollo de la comunicación oral continúa siendo uno de los desafíos más persistentes para
los estudiantes de nivel A2 en las instituciones públicas del Ecuador, especialmente en contextos
de vulnerabilidad socioeconómica donde la exposición a usos auténticos del idioma es limitada y
predominan prácticas docentes centradas en el profesor. Este estudio examinó la eficacia del
Aprendizaje Basado en Proyectos (ABP) como un marco pedagógico comunicativo y experiencial
para fortalecer la competencia oral de estudiantes de educación secundaria en el sector Monte
Sinaí de Guayaquil. Basado en los principios del Enfoque Comunicativo, el estudio adoptó un
diseño mixto de tipo cuasiexperimental que integró una evaluación estandarizada de expresión
oral, una encuesta de percepción, observaciones sistemáticas de aula y entrevistas
semiestructuradas con docentes. Ochenta estudiantes participaron en una intervención de seis
semanas en la que los proyectos colaborativos se incorporaron a las clases regulares de inglés.
Los hallazgos evidenciaron mejoras consistentes en la competencia oral general de los
estudiantes, junto con incrementos en confianza, participación y capacidad de interacción durante
las tareas comunicativas. Asimismo, emergieron patrones de mayor autonomía, uso más frecuente
del inglés con fines significativos y una participación sostenida en actividades colaborativas. La
evidencia cualitativa mostró que el ABP generó un entorno propicio para la interacción auténtica,
la negociación de significado y la reducción de la ansiedad ante actividades orales. En conjunto,
el estudio aporta evidencia empírica sobre el valor pedagógico del ABP en contextos EFL con
recursos limitados y sugiere que su integración en programas educativos ecuatorianos puede
fortalecer la comunicación oral al tiempo que promueve agencia, motivación y un aprendizaje
más significativo.
Palabras clave: aprendizaje basado en proyectos, enfoque comunicativo, competencia oral,
estudiantes de nivel a2, inglés como lengua extranjera
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
willingness to speak and their capacity to negotiate meaning in real-time interactions. Overall, the
study provides empirical support for the pedagogical value of PBL in resource-constrained EFL
settings and underscores its potential to operationalize communicative principles through
purposeful, student-centered tasks. The findings suggest that integrating PBL into Ecuadorian
EFL programs can strengthen oral communication skills while promoting learner agency,
motivation, and meaningful engagement with the target language.
Keywords: project-based learning, communicative language teaching, oral proficiency,
english as a foreign language, ecuadorian educational context
RESUMEN
El desarrollo de la comunicación oral continúa siendo uno de los desafíos más persistentes para
los estudiantes de nivel A2 en las instituciones públicas del Ecuador, especialmente en contextos
de vulnerabilidad socioeconómica donde la exposición a usos auténticos del idioma es limitada y
predominan prácticas docentes centradas en el profesor. Este estudio examinó la eficacia del
Aprendizaje Basado en Proyectos (ABP) como un marco pedagógico comunicativo y experiencial
para fortalecer la competencia oral de estudiantes de educación secundaria en el sector Monte
Sinaí de Guayaquil. Basado en los principios del Enfoque Comunicativo, el estudio adoptó un
diseño mixto de tipo cuasiexperimental que integró una evaluación estandarizada de expresión
oral, una encuesta de percepción, observaciones sistemáticas de aula y entrevistas
semiestructuradas con docentes. Ochenta estudiantes participaron en una intervención de seis
semanas en la que los proyectos colaborativos se incorporaron a las clases regulares de inglés.
Los hallazgos evidenciaron mejoras consistentes en la competencia oral general de los
estudiantes, junto con incrementos en confianza, participación y capacidad de interacción durante
las tareas comunicativas. Asimismo, emergieron patrones de mayor autonomía, uso más frecuente
del inglés con fines significativos y una participación sostenida en actividades colaborativas. La
evidencia cualitativa mostró que el ABP generó un entorno propicio para la interacción auténtica,
la negociación de significado y la reducción de la ansiedad ante actividades orales. En conjunto,
el estudio aporta evidencia empírica sobre el valor pedagógico del ABP en contextos EFL con
recursos limitados y sugiere que su integración en programas educativos ecuatorianos puede
fortalecer la comunicación oral al tiempo que promueve agencia, motivación y un aprendizaje
más significativo.
Palabras clave: aprendizaje basado en proyectos, enfoque comunicativo, competencia oral,
estudiantes de nivel a2, inglés como lengua extranjera
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 13/ Núm. 1 2026 pág. 398
INTRODUCTION
English Language Learning and the Ecuadorian Context
English has become the bridge connecting cultures, careers, and academic communities
worldwide. This reality as a medium for intercultural communication, academic development,
and professional advancement has prompted governments to weave English into the fabric of their
national education policies (Council of Europe, 2020). Ecuador has embraced this global trend
through curriculum reforms designed to align teaching practices with the Common European
Framework of Reference for Languages (CEFR). Nevertheless, despite these substantial efforts,
developing communicative competence remains a persistent challenge within the Ecuadorian
educational landscape (Muñoz et al., 2018).
Young learners in public institutions face significant obstacles when expressing themselves
orally, particularly at the A2 level, which corresponds to the Basic User descriptor of the CEFR.
This proficiency level constrains students to simple structures for conveying basic needs, while
their speech frequently reveals hesitation, limited vocabulary range, and diminished confidence
(Council of Europe, 2020).
Across Ecuador's diverse provinces and educational landscapes, research consistently
unveils concerning patterns of restricted speaking performance (Yánez & Cuenca, 2022). Beyond
mere statistics, these learners grapple with speaking anxiety and error-related apprehension, often
clinging to memorized phrases rather than venturing into spontaneous communication. Such
limitations emerge from multiple factors: scarce exposure to authentic linguistic input, minimal
opportunities for oral practice, and teacher-centered methodologies that favor grammar
instruction over genuine communication (Ochoa et al., 2016).
Building on these observations, Álvarez et al. (2025) reveal that numerous English
educators continue embracing traditional approaches emphasizing reading and writing,
consequently relegating oral production to the periphery of language instruction. This reality
underscores the urgent need to explore innovative, student-centered approaches that cultivate
fluency, foster interaction, and promote meaningful language use in authentic contexts.
Theoretical Foundations of the Communicative Approach
The Communicative Language Teaching (CLT) approach revolutionized language
education in the 1970s, challenging structuralist and grammar-translation methods that had left
learners unprepared for authentic communication (Richards & Rodgers, 2014). At its core lies the
development of communicative competence, a multifaceted concept initially introduced by
Hymes and subsequently expanded by Savignon (2018), which seamlessly integrates grammatical
accuracy with sociolinguistic, discourse, and strategic components. Within this paradigm, CLT
positions interaction as simultaneously the vehicle and destination of learning. Consequently,
INTRODUCTION
English Language Learning and the Ecuadorian Context
English has become the bridge connecting cultures, careers, and academic communities
worldwide. This reality as a medium for intercultural communication, academic development,
and professional advancement has prompted governments to weave English into the fabric of their
national education policies (Council of Europe, 2020). Ecuador has embraced this global trend
through curriculum reforms designed to align teaching practices with the Common European
Framework of Reference for Languages (CEFR). Nevertheless, despite these substantial efforts,
developing communicative competence remains a persistent challenge within the Ecuadorian
educational landscape (Muñoz et al., 2018).
Young learners in public institutions face significant obstacles when expressing themselves
orally, particularly at the A2 level, which corresponds to the Basic User descriptor of the CEFR.
This proficiency level constrains students to simple structures for conveying basic needs, while
their speech frequently reveals hesitation, limited vocabulary range, and diminished confidence
(Council of Europe, 2020).
Across Ecuador's diverse provinces and educational landscapes, research consistently
unveils concerning patterns of restricted speaking performance (Yánez & Cuenca, 2022). Beyond
mere statistics, these learners grapple with speaking anxiety and error-related apprehension, often
clinging to memorized phrases rather than venturing into spontaneous communication. Such
limitations emerge from multiple factors: scarce exposure to authentic linguistic input, minimal
opportunities for oral practice, and teacher-centered methodologies that favor grammar
instruction over genuine communication (Ochoa et al., 2016).
Building on these observations, Álvarez et al. (2025) reveal that numerous English
educators continue embracing traditional approaches emphasizing reading and writing,
consequently relegating oral production to the periphery of language instruction. This reality
underscores the urgent need to explore innovative, student-centered approaches that cultivate
fluency, foster interaction, and promote meaningful language use in authentic contexts.
Theoretical Foundations of the Communicative Approach
The Communicative Language Teaching (CLT) approach revolutionized language
education in the 1970s, challenging structuralist and grammar-translation methods that had left
learners unprepared for authentic communication (Richards & Rodgers, 2014). At its core lies the
development of communicative competence, a multifaceted concept initially introduced by
Hymes and subsequently expanded by Savignon (2018), which seamlessly integrates grammatical
accuracy with sociolinguistic, discourse, and strategic components. Within this paradigm, CLT
positions interaction as simultaneously the vehicle and destination of learning. Consequently,
Vol. 13/ Núm. 1 2026 pág. 399
classrooms transform into dynamic communicative spaces where meaning negotiation,
constructive feedback, and contextualized practice take center stage (Nunan, 2004).
From this perspective, speaking emerges as a productive skill that weaves together
linguistic knowledge with cognitive and affective dimensions. Bygate (1987) compellingly
argued that cultivating speaking competence encompasses both motor-perceptive skills, including
fluency, pronunciation, and articulation, and interactional abilities such as coherence, meaning
negotiation, and turn-taking management. More recently, Ganta (2020) reinforced this view,
asserting that effective speaking instruction must offer structured yet flexible opportunities for
learners to articulate ideas, tackle problems, and engage in spontaneous interaction.
Contemporary research consistently validates CLT's effectiveness in enhancing students'
oral performance, motivation, and classroom engagement. Alamri (2021), for instance,
demonstrated how CLT principles significantly boosted Saudi students' confidence and
willingness to communicate, while Indonesian researchers Fauzi and Ridwan (2022) documented
substantial fluency gains among EFL learners immersed in communicative activities. Similarly
noteworthy, Elmiwati et al. (2024) discovered that sustained implementation of communicative
strategies, including pair work and contextual dialogues—yielded measurable improvements in
both accuracy and fluency among A2-level students.
The Ecuadorian landscape presents equally encouraging evidence. Mantilla Cabrera et al.
(2022) alongside Silva Valencia et al. (2021) documented how communicative tasks sparked
increased student participation, refined pronunciation, and cultivated more interactive classroom
dynamicsAdditionally, Yánez and Cuenca (2022), as well as Andrade-Molina (2024),
demonstrated that the implementation of communicative activities not only reduced learners’
anxiety but also strengthened their motivation to engage in English conversations in front of their
peers. Collectively, these investigations underscore the transformative power of active and
meaningful communication in EFL classrooms, establishing a robust theoretical foundation for
integrating CLT principles with experiential approaches such as Project-Based Learning (PBL).
Project-Based Learning as a Pedagogical Framework
PBL represents a transformative instructional approach that positions learners at the heart
of the educational process, cultivating autonomy, inquiry, and collaboration through meaningful
project completion. Thomas (2000) characterized PBL as a systematic teaching method that
immerses students in complex, real-world tasks demanding investigation, collaboration, and
reflection. Expanding this foundation, Markham et al. (2003) highlighted how PBL bridges the
gap between knowledge acquisition and performance, empowering students to demonstrate their
learning through tangible products or compelling presentations. Within language education, this
methodology resonates deeply with experiential and constructivist theories, as it transforms the
target language from an abstract system into a purposeful tool for authentic communication.
classrooms transform into dynamic communicative spaces where meaning negotiation,
constructive feedback, and contextualized practice take center stage (Nunan, 2004).
From this perspective, speaking emerges as a productive skill that weaves together
linguistic knowledge with cognitive and affective dimensions. Bygate (1987) compellingly
argued that cultivating speaking competence encompasses both motor-perceptive skills, including
fluency, pronunciation, and articulation, and interactional abilities such as coherence, meaning
negotiation, and turn-taking management. More recently, Ganta (2020) reinforced this view,
asserting that effective speaking instruction must offer structured yet flexible opportunities for
learners to articulate ideas, tackle problems, and engage in spontaneous interaction.
Contemporary research consistently validates CLT's effectiveness in enhancing students'
oral performance, motivation, and classroom engagement. Alamri (2021), for instance,
demonstrated how CLT principles significantly boosted Saudi students' confidence and
willingness to communicate, while Indonesian researchers Fauzi and Ridwan (2022) documented
substantial fluency gains among EFL learners immersed in communicative activities. Similarly
noteworthy, Elmiwati et al. (2024) discovered that sustained implementation of communicative
strategies, including pair work and contextual dialogues—yielded measurable improvements in
both accuracy and fluency among A2-level students.
The Ecuadorian landscape presents equally encouraging evidence. Mantilla Cabrera et al.
(2022) alongside Silva Valencia et al. (2021) documented how communicative tasks sparked
increased student participation, refined pronunciation, and cultivated more interactive classroom
dynamicsAdditionally, Yánez and Cuenca (2022), as well as Andrade-Molina (2024),
demonstrated that the implementation of communicative activities not only reduced learners’
anxiety but also strengthened their motivation to engage in English conversations in front of their
peers. Collectively, these investigations underscore the transformative power of active and
meaningful communication in EFL classrooms, establishing a robust theoretical foundation for
integrating CLT principles with experiential approaches such as Project-Based Learning (PBL).
Project-Based Learning as a Pedagogical Framework
PBL represents a transformative instructional approach that positions learners at the heart
of the educational process, cultivating autonomy, inquiry, and collaboration through meaningful
project completion. Thomas (2000) characterized PBL as a systematic teaching method that
immerses students in complex, real-world tasks demanding investigation, collaboration, and
reflection. Expanding this foundation, Markham et al. (2003) highlighted how PBL bridges the
gap between knowledge acquisition and performance, empowering students to demonstrate their
learning through tangible products or compelling presentations. Within language education, this
methodology resonates deeply with experiential and constructivist theories, as it transforms the
target language from an abstract system into a purposeful tool for authentic communication.
Vol. 13/ Núm. 1 2026 pág. 400
Integrating PBL into EFL instruction yields remarkable benefits across multiple
dimensions. This approach encourages learners to employ language not merely as a theoretical
construct, but as a practical instrument for problem-solving and collaborative project completion
(Nunan, 2004). Zhang (2020) discovered that project-oriented tasks significantly elevated both
motivation and linguistic competence, a result attributed to sustained peer interaction and
meaningful collaboration. In a parallel finding, Marzuki and Kuliahana (2021) revealed how
project-based language games bolstered students' confidence while enhancing spontaneous
speech production. Through this authentic connection between classroom learning and real-world
contexts, PBL enables students to internalize vocabulary naturally, refine pronunciation
organically, and develop fluency progressively—all while strengthening essential transversal
skills including teamwork and problem-solving capabilities (Hao et al., 2021; Zou et al., 2021).
Furthermore, PBL implementation harmoniously complements CLT's communicative
principles. These complementary methodologies share a fundamental commitment to promoting
authentic language use alongside learner-centered instruction. Savignon (2018) compellingly
argued that communicative competence flourishes most effectively when students actively
participate in meaning construction. Through PBL, learners transcend mere communication
practice, they harness language to strategize, investigate, and present their projects, thereby
weaving together linguistic, cognitive, and social learning dimensions. This natural alignment
between CLT and PBL reinforces the concept that project-based instruction can effectively serve
as a practical model for strengthening speaking skills within EFL contexts.
Empirical Evidence from Ecuador and Latin America
Recent years have witnessed a surge in Latin American research exploring PBL's
pedagogical and motivational dimensions. Guime and Cárdenas (2024) uncovered compelling
evidence that project-based strategies implemented in Ecuadorian virtual classrooms substantially
enhanced learners' participation and linguistic confidence. Echoing these findings, Méndez-
Fernández and González-Cabrera (2025) documented measurable improvements in oral fluency,
pronunciation, and communicative accuracy among secondary students, validating PBL's
potential to foster deeper language engagement. In their comprehensive Ecuadorian investigation,
Pavón et al. (2025) tracked significant gains in students' communicative competence following
six weeks of project-based intervention centered on collaborative problem-solving tasks. Equally
revealing, Tamayo et al. (2024) demonstrated through action research how experiential
frameworks not only boosted learners' willingness to speak but also noticeably reduced their
anxiety levels. Together, these investigations paint a promising picture: PBL adoption in
Ecuadorian schools emerges as both a feasible and effective pathway toward enhancing students'
communicative performance.
Despite these encouraging developments, challenges persist within the educational
landscape. Álvarez et al. (2025) astutely observed that even with curricular reforms championing
Integrating PBL into EFL instruction yields remarkable benefits across multiple
dimensions. This approach encourages learners to employ language not merely as a theoretical
construct, but as a practical instrument for problem-solving and collaborative project completion
(Nunan, 2004). Zhang (2020) discovered that project-oriented tasks significantly elevated both
motivation and linguistic competence, a result attributed to sustained peer interaction and
meaningful collaboration. In a parallel finding, Marzuki and Kuliahana (2021) revealed how
project-based language games bolstered students' confidence while enhancing spontaneous
speech production. Through this authentic connection between classroom learning and real-world
contexts, PBL enables students to internalize vocabulary naturally, refine pronunciation
organically, and develop fluency progressively—all while strengthening essential transversal
skills including teamwork and problem-solving capabilities (Hao et al., 2021; Zou et al., 2021).
Furthermore, PBL implementation harmoniously complements CLT's communicative
principles. These complementary methodologies share a fundamental commitment to promoting
authentic language use alongside learner-centered instruction. Savignon (2018) compellingly
argued that communicative competence flourishes most effectively when students actively
participate in meaning construction. Through PBL, learners transcend mere communication
practice, they harness language to strategize, investigate, and present their projects, thereby
weaving together linguistic, cognitive, and social learning dimensions. This natural alignment
between CLT and PBL reinforces the concept that project-based instruction can effectively serve
as a practical model for strengthening speaking skills within EFL contexts.
Empirical Evidence from Ecuador and Latin America
Recent years have witnessed a surge in Latin American research exploring PBL's
pedagogical and motivational dimensions. Guime and Cárdenas (2024) uncovered compelling
evidence that project-based strategies implemented in Ecuadorian virtual classrooms substantially
enhanced learners' participation and linguistic confidence. Echoing these findings, Méndez-
Fernández and González-Cabrera (2025) documented measurable improvements in oral fluency,
pronunciation, and communicative accuracy among secondary students, validating PBL's
potential to foster deeper language engagement. In their comprehensive Ecuadorian investigation,
Pavón et al. (2025) tracked significant gains in students' communicative competence following
six weeks of project-based intervention centered on collaborative problem-solving tasks. Equally
revealing, Tamayo et al. (2024) demonstrated through action research how experiential
frameworks not only boosted learners' willingness to speak but also noticeably reduced their
anxiety levels. Together, these investigations paint a promising picture: PBL adoption in
Ecuadorian schools emerges as both a feasible and effective pathway toward enhancing students'
communicative performance.
Despite these encouraging developments, challenges persist within the educational
landscape. Álvarez et al. (2025) astutely observed that even with curricular reforms championing
Vol. 13/ Núm. 1 2026 pág. 401
communicative and task-based approaches, Ecuadorian educators still require sustained
professional development to fully embrace learner-centered methodologies. This reality
highlights a critical need for empirical studies examining how project-based pedagogies function
within authentic classroom environments, particularly at foundational proficiency levels. While
international literature provides extensive validation of PBL's benefits, localized research remains
notably scarce—especially concerning A2-level learners, who occupy a pivotal stage in
developing both oral competence and communicative confidence.
Research Gap and Objectives of the Study
While existing research has validated both CLT and PBL as powerful approaches to EFL
instruction, empirical evidence remains limited regarding their integration for enhancing speaking
skills among A2-level learners in Ecuadorian public schools. The majority of local investigations
have concentrated on general communicative competence or written production, creating a
significant gap in our understanding of how project-based strategies can systematically elevate
oral expression at the basic-user level. Recognizing this opportunity, the present study endeavors
to analyze the pedagogical impact of PBL as a communicative strategy for cultivating fluency,
pronunciation, and interactive abilities in A2 students.
The general objective of this research is to analyze the effectiveness of Project-Based
Learning in improving the speaking skills of A2-level EFL students in Ecuador.
The specific objectives include:
1. To diagnose students' initial oral performance before implementing PBL activities.
2. To evaluate PBL's influence on learners' fluency, pronunciation, and interactive
capabilities.
3. To explore both students' and teachers' perceptions regarding PBL implementation as a
strategy for enhancing oral communication in English classrooms.
This investigation contributes to the expanding body of literature on communicative and
experiential language learning by positioning PBL within Ecuador's unique EFL context. Through
strategic integration of CLT's communicative strengths with PBL's experiential power, this
research offers an empirically grounded perspective on how project-based instruction can
revolutionize speaking classrooms, nurture student autonomy, and bridge the persistent gap
between theoretical curriculum design and authentic language use.
METHODS AND MATERIALS
Research Design
This investigation adopted a quasi-experimental design integrated within a mixed-methods
framework to examine how PBL enhances speaking skills among A2-level EFL students in
Ecuador. The quantitative dimension featured a pretest-posttest design utilizing the Preliminary
English Test (PET) speaking component from Cambridge English Qualifications as a
standardized measure of oral proficiency, enriched by a five-point Likert-scale survey
communicative and task-based approaches, Ecuadorian educators still require sustained
professional development to fully embrace learner-centered methodologies. This reality
highlights a critical need for empirical studies examining how project-based pedagogies function
within authentic classroom environments, particularly at foundational proficiency levels. While
international literature provides extensive validation of PBL's benefits, localized research remains
notably scarce—especially concerning A2-level learners, who occupy a pivotal stage in
developing both oral competence and communicative confidence.
Research Gap and Objectives of the Study
While existing research has validated both CLT and PBL as powerful approaches to EFL
instruction, empirical evidence remains limited regarding their integration for enhancing speaking
skills among A2-level learners in Ecuadorian public schools. The majority of local investigations
have concentrated on general communicative competence or written production, creating a
significant gap in our understanding of how project-based strategies can systematically elevate
oral expression at the basic-user level. Recognizing this opportunity, the present study endeavors
to analyze the pedagogical impact of PBL as a communicative strategy for cultivating fluency,
pronunciation, and interactive abilities in A2 students.
The general objective of this research is to analyze the effectiveness of Project-Based
Learning in improving the speaking skills of A2-level EFL students in Ecuador.
The specific objectives include:
1. To diagnose students' initial oral performance before implementing PBL activities.
2. To evaluate PBL's influence on learners' fluency, pronunciation, and interactive
capabilities.
3. To explore both students' and teachers' perceptions regarding PBL implementation as a
strategy for enhancing oral communication in English classrooms.
This investigation contributes to the expanding body of literature on communicative and
experiential language learning by positioning PBL within Ecuador's unique EFL context. Through
strategic integration of CLT's communicative strengths with PBL's experiential power, this
research offers an empirically grounded perspective on how project-based instruction can
revolutionize speaking classrooms, nurture student autonomy, and bridge the persistent gap
between theoretical curriculum design and authentic language use.
METHODS AND MATERIALS
Research Design
This investigation adopted a quasi-experimental design integrated within a mixed-methods
framework to examine how PBL enhances speaking skills among A2-level EFL students in
Ecuador. The quantitative dimension featured a pretest-posttest design utilizing the Preliminary
English Test (PET) speaking component from Cambridge English Qualifications as a
standardized measure of oral proficiency, enriched by a five-point Likert-scale survey
Vol. 13/ Núm. 1 2026 pág. 402
administered both before and following the intervention. Meanwhile, the qualitative strand
encompassed systematic classroom observations alongside semi-structured interviews with
teachers, capturing participants' engagement levels, evolving attitudes, and perceived progress
throughout the PBL implementation. This methodological triangulation fostered a comprehensive
interpretation of learning outcomes, weaving together measurable performance data with rich
experiential evidence (Chong & Plonsky, 2021; Tamayo et al., 2024).
Context and Participants
The investigation unfolded at the Unidad Educativa del Milenio "Marieta de Veintimilla
Marconi," situated in the Monte Sinaí sector within northwestern Guayaquil, Ecuador. Monte
Sinaí represents a rapidly expanding settlement marked by socioeconomic vulnerability and
constrained access to educational and technological resources. National data reveals that this
sector houses between 130,000 and 180,000 inhabitants, confronting elevated rates of poverty and
extreme poverty (Ministerio de Inclusión Económica y Social, 2022). Inaugurated in 2018, the
school serves approximately 1,100 students from economically disadvantaged families and has
emerged as a cornerstone institution, substantially contributing to local educational advancement.
The study encompassed the entire universe of first-year high school students (Primero de
Bachillerato General Unificado), comprising 80 participants distributed across two parallel A2-
level classes—specifically, 43 female and 37 male students aged between 15 and 17 years. These
groups followed the national English curriculum aligned with the Common European Framework
of Reference for Languages (Council of Europe, 2020). The selection process naturally employed
a convenience sampling approach, given that the researcher served as instructor for both groups,
ensuring direct access to the complete population. Notably, these two classes constituted the entire
A2-level cohort at the institution, thereby guaranteeing comprehensive internal
representativeness. Institutional placement assessments confirmed comparable proficiency levels
across all participants. Furthermore, three English teachers from the institution enriched the
qualitative phase, offering professional insights regarding student performance, classroom
dynamics, and methodological challenges encountered during the intervention.
The school administration granted formal authorization for the study's implementation.
Researchers obtained informed consent from students' parents and guardians, while assuring
participants of complete confidentiality and voluntary participation. Throughout the investigation,
ethical standards for educational research remained paramount, following the OECD Guidelines
for Research Integrity (2020).
Instruments
Oral Pretest and Posttest
Students' speaking proficiency underwent evaluation through the speaking component of
the PET developed by Cambridge Assessment English, an internationally acclaimed examination
measuring communicative performance at A2-B1 levels. The PET speaking section scrutinizes
administered both before and following the intervention. Meanwhile, the qualitative strand
encompassed systematic classroom observations alongside semi-structured interviews with
teachers, capturing participants' engagement levels, evolving attitudes, and perceived progress
throughout the PBL implementation. This methodological triangulation fostered a comprehensive
interpretation of learning outcomes, weaving together measurable performance data with rich
experiential evidence (Chong & Plonsky, 2021; Tamayo et al., 2024).
Context and Participants
The investigation unfolded at the Unidad Educativa del Milenio "Marieta de Veintimilla
Marconi," situated in the Monte Sinaí sector within northwestern Guayaquil, Ecuador. Monte
Sinaí represents a rapidly expanding settlement marked by socioeconomic vulnerability and
constrained access to educational and technological resources. National data reveals that this
sector houses between 130,000 and 180,000 inhabitants, confronting elevated rates of poverty and
extreme poverty (Ministerio de Inclusión Económica y Social, 2022). Inaugurated in 2018, the
school serves approximately 1,100 students from economically disadvantaged families and has
emerged as a cornerstone institution, substantially contributing to local educational advancement.
The study encompassed the entire universe of first-year high school students (Primero de
Bachillerato General Unificado), comprising 80 participants distributed across two parallel A2-
level classes—specifically, 43 female and 37 male students aged between 15 and 17 years. These
groups followed the national English curriculum aligned with the Common European Framework
of Reference for Languages (Council of Europe, 2020). The selection process naturally employed
a convenience sampling approach, given that the researcher served as instructor for both groups,
ensuring direct access to the complete population. Notably, these two classes constituted the entire
A2-level cohort at the institution, thereby guaranteeing comprehensive internal
representativeness. Institutional placement assessments confirmed comparable proficiency levels
across all participants. Furthermore, three English teachers from the institution enriched the
qualitative phase, offering professional insights regarding student performance, classroom
dynamics, and methodological challenges encountered during the intervention.
The school administration granted formal authorization for the study's implementation.
Researchers obtained informed consent from students' parents and guardians, while assuring
participants of complete confidentiality and voluntary participation. Throughout the investigation,
ethical standards for educational research remained paramount, following the OECD Guidelines
for Research Integrity (2020).
Instruments
Oral Pretest and Posttest
Students' speaking proficiency underwent evaluation through the speaking component of
the PET developed by Cambridge Assessment English, an internationally acclaimed examination
measuring communicative performance at A2-B1 levels. The PET speaking section scrutinizes
Vol. 13/ Núm. 1 2026 pág. 403
five essential criteria—fluency, pronunciation, interaction, accuracy, and vocabulary range—
employing a structured format encompassing an interview, collaborative tasks, brief discussions,
and extended turns where students describe visuals or articulate opinions on familiar topics. This
instrument earned selection due to its status as a validated and standardized tool, universally
recognized for reliably assessing oral communication. The pretest occurred prior to implementing
PBL activities, while the posttest took place immediately following the six-week intervention.
Two qualified English instructors from the institution independently evaluated each student pair
utilizing the official PET Analytical Speaking Scale. When rating discrepancies arose, evaluators
reached consensus through discussion, thus ensuring fairness and consistency throughout the
assessment process.
Student Perception Survey
A carefully crafted 15-item Likert-scale questionnaire captured students' attitudes and
perceptions toward the PBL intervention, measuring self-assessed progress in speaking abilities
and engagement during project-based activities. The instrument explored five key dimensions:
fluency development, vocabulary expansion, pronunciation confidence, active participation, and
peer collaboration effectiveness. Response options spanned from strongly disagree (1) to strongly
agree (5). This survey drew inspiration from established studies examining communicative
teaching within EFL contexts (Fauzi & Ridwan, 2022; Méndez-Fernández & González-Cabrera,
2025), subsequently undergoing validation by two applied linguistics specialists who verified
both linguistic appropriateness and cultural relevance for Ecuadorian learners.
Two applied linguistics specialists evaluated the instrument to confirm its simple language
and appropriate cultural material for Ecuadorian secondary-school students and its ability to fulfill
their educational needs. The researchers made small changes to specific words in the survey to
create content that matched the A2 language abilities of the students. The survey was distributed
to students at two different times: during the diagnostic assessment in week 1 and after the PBL
program in week 6. The pre–post assessment method enabled researchers to monitor student
attitude development through their confidence levels and classroom participation and their self-
assessed oral skills progress. The survey functioned as an additional data collection tool which
combined with PET speaking test results and classroom observation and teacher interview data
to create a complete picture.
Classroom Observations
Systematic classroom observations throughout the six-week implementation period yielded
valuable qualitative evidence. Observation protocols drew from communicative and participatory
indicators established by Richards and Rodgers (2014) and Savignon (2018), prioritizing student
participation patterns, peer interaction quality, task authenticity, and sustained English use during
collaborative work. Following each session, detailed field notes documented observable
behaviors, interaction dynamics, and authentic English usage within communicative contexts.
five essential criteria—fluency, pronunciation, interaction, accuracy, and vocabulary range—
employing a structured format encompassing an interview, collaborative tasks, brief discussions,
and extended turns where students describe visuals or articulate opinions on familiar topics. This
instrument earned selection due to its status as a validated and standardized tool, universally
recognized for reliably assessing oral communication. The pretest occurred prior to implementing
PBL activities, while the posttest took place immediately following the six-week intervention.
Two qualified English instructors from the institution independently evaluated each student pair
utilizing the official PET Analytical Speaking Scale. When rating discrepancies arose, evaluators
reached consensus through discussion, thus ensuring fairness and consistency throughout the
assessment process.
Student Perception Survey
A carefully crafted 15-item Likert-scale questionnaire captured students' attitudes and
perceptions toward the PBL intervention, measuring self-assessed progress in speaking abilities
and engagement during project-based activities. The instrument explored five key dimensions:
fluency development, vocabulary expansion, pronunciation confidence, active participation, and
peer collaboration effectiveness. Response options spanned from strongly disagree (1) to strongly
agree (5). This survey drew inspiration from established studies examining communicative
teaching within EFL contexts (Fauzi & Ridwan, 2022; Méndez-Fernández & González-Cabrera,
2025), subsequently undergoing validation by two applied linguistics specialists who verified
both linguistic appropriateness and cultural relevance for Ecuadorian learners.
Two applied linguistics specialists evaluated the instrument to confirm its simple language
and appropriate cultural material for Ecuadorian secondary-school students and its ability to fulfill
their educational needs. The researchers made small changes to specific words in the survey to
create content that matched the A2 language abilities of the students. The survey was distributed
to students at two different times: during the diagnostic assessment in week 1 and after the PBL
program in week 6. The pre–post assessment method enabled researchers to monitor student
attitude development through their confidence levels and classroom participation and their self-
assessed oral skills progress. The survey functioned as an additional data collection tool which
combined with PET speaking test results and classroom observation and teacher interview data
to create a complete picture.
Classroom Observations
Systematic classroom observations throughout the six-week implementation period yielded
valuable qualitative evidence. Observation protocols drew from communicative and participatory
indicators established by Richards and Rodgers (2014) and Savignon (2018), prioritizing student
participation patterns, peer interaction quality, task authenticity, and sustained English use during
collaborative work. Following each session, detailed field notes documented observable
behaviors, interaction dynamics, and authentic English usage within communicative contexts.
Vol. 13/ Núm. 1 2026 pág. 404
These qualitative insights illuminated PBL's effectiveness while enriching the quantitative
findings from both the PET assessment and perception survey.
Semi-Structured Interviews with Teachers
Upon completing the intervention, semi-structured interviews engaged the three
participating English teachers, exploring their perspectives on PBL's effectiveness, observable
transformations in students' oral performance, and challenges inherent in implementing this
methodology within resource-limited, large-class contexts. Each conversation lasted
approximately 30 minutes, taking place in quiet school settings conducive to reflection. With
explicit consent, all interviews underwent audio recording and subsequent verbatim transcription.
Thematic analysis of these transcripts revealed recurring themes surrounding motivation,
collaboration dynamics, and language development patterns (Chong & Plonsky, 2021).
Procedure
The intervention spanned six weeks, strategically organized into three distinct phases:
diagnosis, implementation, and evaluation. The opening week focused on establishing baseline
measurements, with students completing both the PET pretest and initial perception survey to
determine their current oral proficiency levels and attitudes toward speaking English. These
diagnostic results informed the subsequent design of PBL projects, carefully tailored to align with
students' interests, linguistic needs, and local realities.
Weeks two through five immersed students in project-based learning tasks seamlessly
integrated into their regular English lessons. The PBL framework articulated by Thomas (2000)
and refined by Markham, Larmer, and Ravitz (2003) shaped activity design, foregrounding
inquiry, collaboration, and presentation skills. Working in small groups, students investigated
topics resonating with personal or community significance, including environmental awareness,
tourism promotion, and social responsibility initiatives, ultimately producing oral deliverables
such as dynamic presentations, informative posters, and engaging short videos. Throughout this
process, teachers transformed into facilitators, offering strategic scaffolding and constructive
feedback while consistently encouraging English communication. The concluding week centered
on comprehensive evaluation, during which students completed both the PET posttest and follow-
up perception survey. Concurrently, researchers gathered teacher interviews and consolidated
observation notes, completing the multifaceted data collection process.
Data Analysis
Quantitative data derived from the PET assessment and perception survey underwent
rigorous analysis through descriptive and inferential statistics. Researchers calculated means,
standard deviations, and percentages to illuminate changes in speaking proficiency and students'
evolving perceptions. A paired-samples t-test revealed statistically significant differences
between pretest and posttest scores (p < .05), providing empirical evidence of learning gains. All
statistical processing utilized SPSS version 26, ensuring analytical precision and reliability.
These qualitative insights illuminated PBL's effectiveness while enriching the quantitative
findings from both the PET assessment and perception survey.
Semi-Structured Interviews with Teachers
Upon completing the intervention, semi-structured interviews engaged the three
participating English teachers, exploring their perspectives on PBL's effectiveness, observable
transformations in students' oral performance, and challenges inherent in implementing this
methodology within resource-limited, large-class contexts. Each conversation lasted
approximately 30 minutes, taking place in quiet school settings conducive to reflection. With
explicit consent, all interviews underwent audio recording and subsequent verbatim transcription.
Thematic analysis of these transcripts revealed recurring themes surrounding motivation,
collaboration dynamics, and language development patterns (Chong & Plonsky, 2021).
Procedure
The intervention spanned six weeks, strategically organized into three distinct phases:
diagnosis, implementation, and evaluation. The opening week focused on establishing baseline
measurements, with students completing both the PET pretest and initial perception survey to
determine their current oral proficiency levels and attitudes toward speaking English. These
diagnostic results informed the subsequent design of PBL projects, carefully tailored to align with
students' interests, linguistic needs, and local realities.
Weeks two through five immersed students in project-based learning tasks seamlessly
integrated into their regular English lessons. The PBL framework articulated by Thomas (2000)
and refined by Markham, Larmer, and Ravitz (2003) shaped activity design, foregrounding
inquiry, collaboration, and presentation skills. Working in small groups, students investigated
topics resonating with personal or community significance, including environmental awareness,
tourism promotion, and social responsibility initiatives, ultimately producing oral deliverables
such as dynamic presentations, informative posters, and engaging short videos. Throughout this
process, teachers transformed into facilitators, offering strategic scaffolding and constructive
feedback while consistently encouraging English communication. The concluding week centered
on comprehensive evaluation, during which students completed both the PET posttest and follow-
up perception survey. Concurrently, researchers gathered teacher interviews and consolidated
observation notes, completing the multifaceted data collection process.
Data Analysis
Quantitative data derived from the PET assessment and perception survey underwent
rigorous analysis through descriptive and inferential statistics. Researchers calculated means,
standard deviations, and percentages to illuminate changes in speaking proficiency and students'
evolving perceptions. A paired-samples t-test revealed statistically significant differences
between pretest and posttest scores (p < .05), providing empirical evidence of learning gains. All
statistical processing utilized SPSS version 26, ensuring analytical precision and reliability.
Vol. 13/ Núm. 1 2026 pág. 405
Qualitative data emerging from observations and interviews received careful examination
through thematic content analysis, a process involving systematic identification and
categorization of recurring patterns surrounding motivation, participation, fluency development,
and communicative confidence. Subsequently, insights from both quantitative and qualitative
datasets converged, generating a nuanced understanding of PBL's impact on students' oral
competence (Guime & Cárdenas, 2024; Chong & Plonsky, 2021).
Ethical Considerations
Every research procedure strictly adhered to ethical standards governing educational
investigation. Researchers thoroughly informed participants about the study's objectives and
voluntary nature, securing parental consent for all minors involved. Confidentiality remained
paramount throughout the process, with unique codes assigned to each dataset while personal
identifiers stayed completely protected. Prior to initiating data collection, the school
administration provided formal institutional authorization. The investigation fully complied with
academic integrity principles and participant protection protocols delineated in the OECD
Guidelines for Research Integrity (2020).
RESULTS
Quantitative Findings
PET Speaking Performance (Pre–Post)
Students’ speaking performance improved notably following the six-weeks Project-Based
Learning (PBL) intervention. The global mean on the Preliminary English Test (PET) speaking
component increased from 2.48 (SD = 0.42) to 3.15 (SD = 0.47). A paired-samples t-test
confirmed that this difference was statistically significant, t(79) = 10.62, p < .001, d = 0.75,
indicating a large and educationally meaningful effect. Table 1 presents the detailed results for
each subskill evaluated.
Table 1
PET Speaking Scores by Subskill (N = 80)
Subskill Pre M (SD) Post M (SD) Δ t(79) p-value Cohen’s d
Fluency 2.45 (0.59) 3.15 (0.64) +0.70 9.74 < .001 0.73
Pronunciation 2.40 (0.55) 3.12 (0.60) +0.72 9.88 < .001 0.75
Interaction 2.52 (0.52) 3.20 (0.61) +0.68 9.41 < .001 0.70
Accuracy 2.46 (0.57) 3.05 (0.63) +0.59 8.45 < .001 0.63
Vocabulary 2.58 (0.60) 3.21 (0.65) +0.63 8.79 < .001 0.67
Global mean 2.48 (0.42) 3.15 (0.47) +0.67 10.62 < .001 0.75
Note. Δ = mean difference (post – pre). All difference-score distributions met normality assumptions (Shapiro–Wilk p
> .05). As a robustness check, nonparametric Wilcoxon signed-rank tests also confirmed significant improvements (p
< .001 for all subskills).
Qualitative data emerging from observations and interviews received careful examination
through thematic content analysis, a process involving systematic identification and
categorization of recurring patterns surrounding motivation, participation, fluency development,
and communicative confidence. Subsequently, insights from both quantitative and qualitative
datasets converged, generating a nuanced understanding of PBL's impact on students' oral
competence (Guime & Cárdenas, 2024; Chong & Plonsky, 2021).
Ethical Considerations
Every research procedure strictly adhered to ethical standards governing educational
investigation. Researchers thoroughly informed participants about the study's objectives and
voluntary nature, securing parental consent for all minors involved. Confidentiality remained
paramount throughout the process, with unique codes assigned to each dataset while personal
identifiers stayed completely protected. Prior to initiating data collection, the school
administration provided formal institutional authorization. The investigation fully complied with
academic integrity principles and participant protection protocols delineated in the OECD
Guidelines for Research Integrity (2020).
RESULTS
Quantitative Findings
PET Speaking Performance (Pre–Post)
Students’ speaking performance improved notably following the six-weeks Project-Based
Learning (PBL) intervention. The global mean on the Preliminary English Test (PET) speaking
component increased from 2.48 (SD = 0.42) to 3.15 (SD = 0.47). A paired-samples t-test
confirmed that this difference was statistically significant, t(79) = 10.62, p < .001, d = 0.75,
indicating a large and educationally meaningful effect. Table 1 presents the detailed results for
each subskill evaluated.
Table 1
PET Speaking Scores by Subskill (N = 80)
Subskill Pre M (SD) Post M (SD) Δ t(79) p-value Cohen’s d
Fluency 2.45 (0.59) 3.15 (0.64) +0.70 9.74 < .001 0.73
Pronunciation 2.40 (0.55) 3.12 (0.60) +0.72 9.88 < .001 0.75
Interaction 2.52 (0.52) 3.20 (0.61) +0.68 9.41 < .001 0.70
Accuracy 2.46 (0.57) 3.05 (0.63) +0.59 8.45 < .001 0.63
Vocabulary 2.58 (0.60) 3.21 (0.65) +0.63 8.79 < .001 0.67
Global mean 2.48 (0.42) 3.15 (0.47) +0.67 10.62 < .001 0.75
Note. Δ = mean difference (post – pre). All difference-score distributions met normality assumptions (Shapiro–Wilk p
> .05). As a robustness check, nonparametric Wilcoxon signed-rank tests also confirmed significant improvements (p
< .001 for all subskills).
Vol. 13/ Núm. 1 2026 pág. 406
The PET speaking results showed that all five subskills developed at the same level.
Students achieved their most significant progress in fluency and pronunciation because their
effect sizes reached d = 0.73 and d = 0.75, respectively. The students achieved a d = 0.70 effect
size, which showed they had made substantial progress in their ability to speak continuously while
keeping their sounds accurate. The students demonstrated improved interaction abilities through
their d = 0.70 effect size, which showed their enhanced skills in managing turn-taking and correct
responses and maintaining conversation flow during paired activities. The students achieved
significant improvements in their accuracy (d = 0.63) and vocabulary (d = 0.67), although their
gains were slightly lower than the other subskills. The students experienced a significant decrease
in grammatical errors, and they demonstrated increased vocabulary usage after completing the
intervention. The global mean score increased from 2.48 to 3.15 (d = 0.75), which shows a large
effect size that proves all students made equal progress. The standardized measurement tool
showed students made improvements in all assessment areas, which resulted in positive trends
throughout the evaluation.
Student Perception Survey (Pre–Post)
Students’ self-perceptions regarding their speaking ability and engagement in English
classes also improved significantly following the intervention. The overall perception index from
the 15-item Likert-scale questionnaire increased from 3.02 (SD = 0.48) to 3.66 (SD = 0.51). A
paired-samples t-test confirmed that this difference was statistically significant, t(79) = 9.84, p <
.001, d = 0.72, indicating a large and meaningful change in students’ attitudes toward speaking
English. Table 2 presents the mean differences across the five dimensions assessed in the survey.
Table 2
Student Perceptions by Dimension (N = 80)
Dimension Pre M (SD) Post M (SD) Δ t(79) p-value Cohen’s
d
Fluency (self-rated) 2.92 (0.74) 3.58 (0.68) +0.66 8.75 < .001 0.70
Vocabulary use 3.05 (0.69) 3.62 (0.62) +0.57 8.02 < .001 0.63
Pronunciation confidence 2.88 (0.77) 3.60 (0.70) +0.72 9.41 < .001 0.75
Participation 3.12 (0.66) 3.74 (0.61) +0.62 8.67 < .001 0.68
Peer collaboration 3.12 (0.71) 3.78 (0.64) +0.66 8.81 < .001 0.70
Overall perception 3.02 (0.48) 3.66 (0.51) +0.64 9.84 < .001 0.72
Note. Δ = mean difference (post – pre). All difference-score distributions satisfied normality (Shapiro–Wilk p > .05).
Wilcoxon signed-rank tests verified equivalent significance levels (p < .001 for all dimensions).
The perception survey analysis revealed that students made steady improvements across
all five assessment dimensions, which were evaluated using a 15-item Likert-scale questionnaire.
Students made their biggest progress through their self-assessed fluency and pronunciation
The PET speaking results showed that all five subskills developed at the same level.
Students achieved their most significant progress in fluency and pronunciation because their
effect sizes reached d = 0.73 and d = 0.75, respectively. The students achieved a d = 0.70 effect
size, which showed they had made substantial progress in their ability to speak continuously while
keeping their sounds accurate. The students demonstrated improved interaction abilities through
their d = 0.70 effect size, which showed their enhanced skills in managing turn-taking and correct
responses and maintaining conversation flow during paired activities. The students achieved
significant improvements in their accuracy (d = 0.63) and vocabulary (d = 0.67), although their
gains were slightly lower than the other subskills. The students experienced a significant decrease
in grammatical errors, and they demonstrated increased vocabulary usage after completing the
intervention. The global mean score increased from 2.48 to 3.15 (d = 0.75), which shows a large
effect size that proves all students made equal progress. The standardized measurement tool
showed students made improvements in all assessment areas, which resulted in positive trends
throughout the evaluation.
Student Perception Survey (Pre–Post)
Students’ self-perceptions regarding their speaking ability and engagement in English
classes also improved significantly following the intervention. The overall perception index from
the 15-item Likert-scale questionnaire increased from 3.02 (SD = 0.48) to 3.66 (SD = 0.51). A
paired-samples t-test confirmed that this difference was statistically significant, t(79) = 9.84, p <
.001, d = 0.72, indicating a large and meaningful change in students’ attitudes toward speaking
English. Table 2 presents the mean differences across the five dimensions assessed in the survey.
Table 2
Student Perceptions by Dimension (N = 80)
Dimension Pre M (SD) Post M (SD) Δ t(79) p-value Cohen’s
d
Fluency (self-rated) 2.92 (0.74) 3.58 (0.68) +0.66 8.75 < .001 0.70
Vocabulary use 3.05 (0.69) 3.62 (0.62) +0.57 8.02 < .001 0.63
Pronunciation confidence 2.88 (0.77) 3.60 (0.70) +0.72 9.41 < .001 0.75
Participation 3.12 (0.66) 3.74 (0.61) +0.62 8.67 < .001 0.68
Peer collaboration 3.12 (0.71) 3.78 (0.64) +0.66 8.81 < .001 0.70
Overall perception 3.02 (0.48) 3.66 (0.51) +0.64 9.84 < .001 0.72
Note. Δ = mean difference (post – pre). All difference-score distributions satisfied normality (Shapiro–Wilk p > .05).
Wilcoxon signed-rank tests verified equivalent significance levels (p < .001 for all dimensions).
The perception survey analysis revealed that students made steady improvements across
all five assessment dimensions, which were evaluated using a 15-item Likert-scale questionnaire.
Students made their biggest progress through their self-assessed fluency and pronunciation
Vol. 13/ Núm. 1 2026 pág. 407
confidence, which showed the largest improvement at 0.66 and 0.72 points, respectively. The
students demonstrated improved participation and collaboration through their significant score
increases of 0.62 and 0.66 points. The students achieved a +0.57 point increase in their vocabulary
application throughout the assessment. The students demonstrated improved lexical
understanding through their effective application of vocabulary. The mean perception index
increased from 3.02 (SD = 0.48) to 3.66 (SD = 0.51) while showing a large effect size (d = 0.72),
which supported the students' positive change in their speaking performance attitudes. The survey
results demonstrate that students demonstrated steady growth in their understanding of all
evaluated subjects.
Qualitative Findings
The classroom observations and teacher interviews produced qualitative data that
supported the findings from quantitative research. The combined data showed how PBL affected
student participation and their ability to communicate orally throughout the six-week program.
The qualitative data showed students developed higher motivation levels and better teamwork
abilities and English speaking skills through PBL which created an interactive learning space that
focused on student needs.
Classroom Observations
The classroom observations showed teachers moving from traditional teaching methods to
student-centered activities while students engaged in increasing dialogue with teachers
throughout the six-week period. Students needed teacher assistance for guidance during the first
two weeks of the program while they used Spanish to understand each other. Students started to
lead their project work and English dialogue practice, plus presentation rehearsal activities during
the middle phase of the intervention. Students improved their pronunciation skills through peer
feedback during their natural conversations which lasted long periods while the teacher provided
minimal support.
The research confirms Savignon (2018) because students build communicative competence
by participating in real conversations instead of following pre-planned language activities.
Students gained control of their learning activities through project work which produced actual
results in the form of posters and short videos. The groups showed improved fluency and better
turn-taking skills during their last sessions, supporting Nunan's (2004) claim about how authentic
communicative tasks enable students to build language abilities and take charge of their learning.
The PBL structure enabled students to work together while learning from each other,
according to observations that showed all students, including those who were initially uninvolved,
became more active in their learning process. Students who initially avoided speaking in class
started to take part in group discussions and rehearsals with greater frequency. The main emphasis
of communicative methodologies, according to Richards and Rodgers (2014), focuses on student
dialogue, which creates authentic classroom discussions. The research findings showed that
confidence, which showed the largest improvement at 0.66 and 0.72 points, respectively. The
students demonstrated improved participation and collaboration through their significant score
increases of 0.62 and 0.66 points. The students achieved a +0.57 point increase in their vocabulary
application throughout the assessment. The students demonstrated improved lexical
understanding through their effective application of vocabulary. The mean perception index
increased from 3.02 (SD = 0.48) to 3.66 (SD = 0.51) while showing a large effect size (d = 0.72),
which supported the students' positive change in their speaking performance attitudes. The survey
results demonstrate that students demonstrated steady growth in their understanding of all
evaluated subjects.
Qualitative Findings
The classroom observations and teacher interviews produced qualitative data that
supported the findings from quantitative research. The combined data showed how PBL affected
student participation and their ability to communicate orally throughout the six-week program.
The qualitative data showed students developed higher motivation levels and better teamwork
abilities and English speaking skills through PBL which created an interactive learning space that
focused on student needs.
Classroom Observations
The classroom observations showed teachers moving from traditional teaching methods to
student-centered activities while students engaged in increasing dialogue with teachers
throughout the six-week period. Students needed teacher assistance for guidance during the first
two weeks of the program while they used Spanish to understand each other. Students started to
lead their project work and English dialogue practice, plus presentation rehearsal activities during
the middle phase of the intervention. Students improved their pronunciation skills through peer
feedback during their natural conversations which lasted long periods while the teacher provided
minimal support.
The research confirms Savignon (2018) because students build communicative competence
by participating in real conversations instead of following pre-planned language activities.
Students gained control of their learning activities through project work which produced actual
results in the form of posters and short videos. The groups showed improved fluency and better
turn-taking skills during their last sessions, supporting Nunan's (2004) claim about how authentic
communicative tasks enable students to build language abilities and take charge of their learning.
The PBL structure enabled students to work together while learning from each other,
according to observations that showed all students, including those who were initially uninvolved,
became more active in their learning process. Students who initially avoided speaking in class
started to take part in group discussions and rehearsals with greater frequency. The main emphasis
of communicative methodologies, according to Richards and Rodgers (2014), focuses on student
dialogue, which creates authentic classroom discussions. The research findings showed that
Vol. 13/ Núm. 1 2026 pág. 408
students developed their English spontaneous speech abilities through their increasing peer-to-
peer interactions.
The rehearsal activities helped teachers notice that their students developed their oral skills
to a significant extent. Students reduced their speech interruptions while creating extended
statements, applying their project words naturally when speaking. The observed student
development supports Pavón et al. (2025) who demonstrate that communicative projects deliver
meaningful content which enables students to develop their language precision and fluent
speaking abilities. The students proved their ability to apply English in real situations through
their rising English usage when working together according to Guime and Cárdenas (2024) who
analyzed Ecuadorian classrooms that used project-based learning to create extended opportunities
for students to interact with the target language.
Teacher Interviews
The three English teachers shared the same opinion about PBL creating positive effects on
students' oral communication abilities during their interview sessions. The teaching method, as
all participants noted, created student engagement through meaningful English language usage,
producing positive results. The teachers explained that PBL activities, which include presentation
creation, interview preparation, plus short campaign development, enable students to use English
for actual purposes, leading to better speaking confidence and reduced language anxiety. The
teacher observed that students developed enough English speaking confidence to communicate
without asking for correction during the last weeks of the course. The students developed better
risk-taking abilities for communication, as Tamayo et al. (2024) explain, because experiential
learning methods help students become more willing to speak and reduce their communication
anxiety.
The teachers observed that students developed better skills in teamwork, responsibility, and
time management during the course. Students needed to work together for project completion
through task delegation, peer feedback, plus negotiation, which helped them develop better
teamwork abilities and mutual responsibility. The essential learner autonomy components that
PBL develops, as Méndez-Fernández and González-Cabrera (2025) indicate, include active
meaning construction that enables students to move from receiving knowledge to creating
knowledge.
The teachers agreed that PBL produced positive results, but they faced difficulties when
implementing it in their large public school setting. Teachers faced three primary challenges
during project work because they lacked enough time to finish tasks, team members worked at
different levels, and digital tools for visual content creation were not available to everyone. The
teachers maintained their positive assessment of PBL results despite facing these implementation
challenges. The students maintained English language proficiency at a level higher than their
previous year's English usage for six weeks. The research by Pavón et al. (2025) demonstrates
students developed their English spontaneous speech abilities through their increasing peer-to-
peer interactions.
The rehearsal activities helped teachers notice that their students developed their oral skills
to a significant extent. Students reduced their speech interruptions while creating extended
statements, applying their project words naturally when speaking. The observed student
development supports Pavón et al. (2025) who demonstrate that communicative projects deliver
meaningful content which enables students to develop their language precision and fluent
speaking abilities. The students proved their ability to apply English in real situations through
their rising English usage when working together according to Guime and Cárdenas (2024) who
analyzed Ecuadorian classrooms that used project-based learning to create extended opportunities
for students to interact with the target language.
Teacher Interviews
The three English teachers shared the same opinion about PBL creating positive effects on
students' oral communication abilities during their interview sessions. The teaching method, as
all participants noted, created student engagement through meaningful English language usage,
producing positive results. The teachers explained that PBL activities, which include presentation
creation, interview preparation, plus short campaign development, enable students to use English
for actual purposes, leading to better speaking confidence and reduced language anxiety. The
teacher observed that students developed enough English speaking confidence to communicate
without asking for correction during the last weeks of the course. The students developed better
risk-taking abilities for communication, as Tamayo et al. (2024) explain, because experiential
learning methods help students become more willing to speak and reduce their communication
anxiety.
The teachers observed that students developed better skills in teamwork, responsibility, and
time management during the course. Students needed to work together for project completion
through task delegation, peer feedback, plus negotiation, which helped them develop better
teamwork abilities and mutual responsibility. The essential learner autonomy components that
PBL develops, as Méndez-Fernández and González-Cabrera (2025) indicate, include active
meaning construction that enables students to move from receiving knowledge to creating
knowledge.
The teachers agreed that PBL produced positive results, but they faced difficulties when
implementing it in their large public school setting. Teachers faced three primary challenges
during project work because they lacked enough time to finish tasks, team members worked at
different levels, and digital tools for visual content creation were not available to everyone. The
teachers maintained their positive assessment of PBL results despite facing these implementation
challenges. The students maintained English language proficiency at a level higher than their
previous year's English usage for six weeks. The research by Pavón et al. (2025) demonstrates
Vol. 13/ Núm. 1 2026 pág. 409
that PBL allows students to participate in extended communication tasks that traditional teaching
methods restrict.
DISCUSSION
The research findings demonstrate that PBL led to significant enhancements in student
speaking abilities and their classroom engagement. The quantitative assessment showed that
students achieved substantial improvement in their fluency and pronunciation, and interaction
abilities. The data indicated that students achieved better English speaking abilities through PBL
because the method enabled them to develop language confidence and motivation. These results
demonstrate that PBL functions as an effective teaching method that helps A2-level students in
Ecuadorian classrooms build their oral communication skills through real-world learning
activities.
The PET speaking scores showed substantial growth because students developed English
skills through intentional language practice during their project work. According to Bygate (1987)
and Nunan (2004), students develop better communicative abilities through purposeful language
use and peer feedback during their speaking activities. The project presentation activities allowed
students to enhance their pronunciation while they learned to create longer sentences and maintain
fluent conversations. Méndez-Fernández and González-Cabrera (2025) confirm these results
because students learn language through actual communication activities in project-based
learning.
The data indicated that motivational development achieved equivalent levels for all
participants. Students learned English through hands-on language practice, which built their
confidence instead of treating English as a school obligation. EFL students need to develop
motivation because they encounter limited opportunities to interact with their target language, as
Guime and Cárdenas (2024) explain. The cooperative nature of PBL helped students gain
enhanced teamwork abilities plus leadership qualities. Thomas (2000) also noted that projects
allow students to build their autonomy and learner agency. The teachers observed students using
English as their primary language during this period, surpassing all previous academic years.
Pavón et al. (2025) studied project-based learning approaches in Ecuadorian public schools and
found similar patterns.
The collected data revealed new information that helped us better understand these patterns.
The classroom observations showed students move from needing teacher help to doing work alone
and helping their peers, which supports Savignon's (2018) theory about communicative
competence development via peer interactions. The teachers documented student progress
through their work independence development, self-assessment capabilities, and classroom
participation levels. The teacher observed student behaviors matching Richards and Rodgers'
(2014) framework, where student interaction plus peer feedback serve as fundamental
that PBL allows students to participate in extended communication tasks that traditional teaching
methods restrict.
DISCUSSION
The research findings demonstrate that PBL led to significant enhancements in student
speaking abilities and their classroom engagement. The quantitative assessment showed that
students achieved substantial improvement in their fluency and pronunciation, and interaction
abilities. The data indicated that students achieved better English speaking abilities through PBL
because the method enabled them to develop language confidence and motivation. These results
demonstrate that PBL functions as an effective teaching method that helps A2-level students in
Ecuadorian classrooms build their oral communication skills through real-world learning
activities.
The PET speaking scores showed substantial growth because students developed English
skills through intentional language practice during their project work. According to Bygate (1987)
and Nunan (2004), students develop better communicative abilities through purposeful language
use and peer feedback during their speaking activities. The project presentation activities allowed
students to enhance their pronunciation while they learned to create longer sentences and maintain
fluent conversations. Méndez-Fernández and González-Cabrera (2025) confirm these results
because students learn language through actual communication activities in project-based
learning.
The data indicated that motivational development achieved equivalent levels for all
participants. Students learned English through hands-on language practice, which built their
confidence instead of treating English as a school obligation. EFL students need to develop
motivation because they encounter limited opportunities to interact with their target language, as
Guime and Cárdenas (2024) explain. The cooperative nature of PBL helped students gain
enhanced teamwork abilities plus leadership qualities. Thomas (2000) also noted that projects
allow students to build their autonomy and learner agency. The teachers observed students using
English as their primary language during this period, surpassing all previous academic years.
Pavón et al. (2025) studied project-based learning approaches in Ecuadorian public schools and
found similar patterns.
The collected data revealed new information that helped us better understand these patterns.
The classroom observations showed students move from needing teacher help to doing work alone
and helping their peers, which supports Savignon's (2018) theory about communicative
competence development via peer interactions. The teachers documented student progress
through their work independence development, self-assessment capabilities, and classroom
participation levels. The teacher observed student behaviors matching Richards and Rodgers'
(2014) framework, where student interaction plus peer feedback serve as fundamental
Vol. 13/ Núm. 1 2026 pág. 410
components for communicative language teaching methods. The teachers observed students
improve their pronunciation and building their self-assurance. Tamayo Almeida and Pillajo (2024)
demonstrate that experiential learning helps students build confidence and reduce their speaking
anxiety.
These findings show that PBL achieves its learning objectives by combining language
education with cognitive development and emotional growth. The teaching approach helped
students improve their speaking competence using actual classroom tasks, which actively
involved students in educational learning processes. The outcomes confirm the principles of
Communicative Language Teaching, which Richards and Rodgers (2014) established, and show
how project-based learning makes these principles work in specific educational settings.
Ecuadorian EFL programs that use PBL allow teachers to connect academic learning targets with
students' actual communication abilities in real-life situations.
CONCLUSIONS
The research proved that PBL helps A2-level EFL learners in Ecuadorian secondary
education develop their speaking abilities. The data showed that participants achieved better
results in fluency and pronunciation, and interaction competencies according to quantitative
analysis. These findings revealed that PBL creates authentic learning spaces that enable learners
to use English meaningfully and transform classroom activities into real-life communication
situations.
The teaching method achieved maximum efficiency through the combination of PBL with
Communicative Language Teaching approaches. Teachers enabled students to enhance their oral
abilities through projects which produced concrete results while providing learners with longer
speaking practice and feedback opportunities and peer interaction time. The communicative
learning environment led to better student performance results and simultaneously developed
their willingness to participate and their self-assurance. This investigation demonstrates that PBL
functions as a solution which links classroom language teaching to genuine oral communication
needs in Ecuadorian educational environments.
The findings indicate that teachers need ongoing training about project-based teaching
approaches to improve their instructional strategies. Teachers require training to build their
capabilities for creating communicative projects which support large student numbers under
restricted educational funding. The approach will achieve sustainability through educational
institutions which dedicate specific time for teacher collaboration and offer digital resources to
assist their work. These results show learners will develop effective communication competencies
when teachers establish learning spaces which encourage student involvement through teamwork.
Future studies need to expand from this study by investigating PBL effects on participants'
language preservation and by examining various skill levels and digital resources for enhancing
components for communicative language teaching methods. The teachers observed students
improve their pronunciation and building their self-assurance. Tamayo Almeida and Pillajo (2024)
demonstrate that experiential learning helps students build confidence and reduce their speaking
anxiety.
These findings show that PBL achieves its learning objectives by combining language
education with cognitive development and emotional growth. The teaching approach helped
students improve their speaking competence using actual classroom tasks, which actively
involved students in educational learning processes. The outcomes confirm the principles of
Communicative Language Teaching, which Richards and Rodgers (2014) established, and show
how project-based learning makes these principles work in specific educational settings.
Ecuadorian EFL programs that use PBL allow teachers to connect academic learning targets with
students' actual communication abilities in real-life situations.
CONCLUSIONS
The research proved that PBL helps A2-level EFL learners in Ecuadorian secondary
education develop their speaking abilities. The data showed that participants achieved better
results in fluency and pronunciation, and interaction competencies according to quantitative
analysis. These findings revealed that PBL creates authentic learning spaces that enable learners
to use English meaningfully and transform classroom activities into real-life communication
situations.
The teaching method achieved maximum efficiency through the combination of PBL with
Communicative Language Teaching approaches. Teachers enabled students to enhance their oral
abilities through projects which produced concrete results while providing learners with longer
speaking practice and feedback opportunities and peer interaction time. The communicative
learning environment led to better student performance results and simultaneously developed
their willingness to participate and their self-assurance. This investigation demonstrates that PBL
functions as a solution which links classroom language teaching to genuine oral communication
needs in Ecuadorian educational environments.
The findings indicate that teachers need ongoing training about project-based teaching
approaches to improve their instructional strategies. Teachers require training to build their
capabilities for creating communicative projects which support large student numbers under
restricted educational funding. The approach will achieve sustainability through educational
institutions which dedicate specific time for teacher collaboration and offer digital resources to
assist their work. These results show learners will develop effective communication competencies
when teachers establish learning spaces which encourage student involvement through teamwork.
Future studies need to expand from this study by investigating PBL effects on participants'
language preservation and by examining various skill levels and digital resources for enhancing
Vol. 13/ Núm. 1 2026 pág. 411
student educational and online interactions. The investigation confirms that project-based
learning approaches offer a useful and engaging method to help learners develop their
communicative language competencies in EFL education.
student educational and online interactions. The investigation confirms that project-based
learning approaches offer a useful and engaging method to help learners develop their
communicative language competencies in EFL education.
Vol. 13/ Núm. 1 2026 pág. 412
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Mantilla Cabrera, L. F., Carrillo Rodríguez, M. A., Guambo Yerovi, E. J., & Rivadeneira Mora,
J. E. (2022). The communicative language teaching method and speaking in teaching
English as a foreign language. ConcienciaDigital, 5(3.1), 43–56.
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for Education.
Marzuki, A. G., & Kuliahana, A. (2021). Using language games to enhance EFL students’
speaking skill in Indonesia. Al-Ta’lim Journal, 28(3), 213–222.
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Álvarez, C., Ruiz, L., Bonilla, J., & Fajardo, Y. (2025). English language teaching in Ecuadorian
primary schools: Teacher beliefs in the context of the curriculum reform versus actual
practices. International Electronic Journal of Elementary Education, 17(4), 479–490.
Alamri, W. (2018). Communicative Language Teaching: Possible Alternative Approaches to
CLT and Teaching Contexts. English Language Teaching, 11(10), p132.
https://doi.org/10.5539/elt.v11n10p132
Andrade-Molina, C. (2024). Exploring contemporary perspectives on EFL motivation in Ecuador:
An in-depth look at the English learning experiences of university students. In 1ST
BUDAPEST INTERNATIONAL CONFERENCE ON EDUCATION–BICE 2024, 33-42.
Bygate, M. (1987). Speaking. Oxford University Press.
Chong, W. S., & Plonsky, L. (2021). A primer on qualitative research synthesis in TESOL.
TESOL Quarterly, 55(3), 1024–1034.
Council of Europe. (2020). Common European framework of reference for languages: Learning,
teaching, assessment – Companion volume. Council of Europe.
https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-
companion-volume-and-its-language-versions
Fauzi, N. I., & Ridwan. (2025). The impact of communicative language teaching on English
speaking skills. Dinasti International Journal of Education Management and Social
Science, 6(3), 1774–1781. https://doi.org/10.38035/dijemss.v6i3.3819
Guime, M. E. R., & Cárdenas, J. E. P. (2024). El aprendizaje basado en proyectos como estrategia
metodológica en el entorno educativo virtual. Revista Cognosis, 9(EE1), 155–177.
https://doi.org/10.33936/cognosis.v9iEE1.7015
Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-assisted vocabulary learning for EFL
learners: A meta-analysis. Journal of Research on Educational Effectiveness, 14(3), 645–
667. https://doi.org/10.1080/19345747.2021.1917028
Mantilla Cabrera, L. F., Carrillo Rodríguez, M. A., Guambo Yerovi, E. J., & Rivadeneira Mora,
J. E. (2022). The communicative language teaching method and speaking in teaching
English as a foreign language. ConcienciaDigital, 5(3.1), 43–56.
https://doi.org/10.5281/zenodo.7017862
Markham, T., Larmer, J., & Ravitz, J. (2003). Project-based learning handbook. Buck Institute
for Education.
Marzuki, A. G., & Kuliahana, A. (2021). Using language games to enhance EFL students’
speaking skill in Indonesia. Al-Ta’lim Journal, 28(3), 213–222.
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Méndez-Fernández, B. R., & González-Cabrera, J. K. (2025). Influencia de la técnica del
aprendizaje basado en proyectos en el desarrollo de la expresión oral. INNOVA Research
Journal, 10(1), 50–70. https://doi.org/10.33890/innova.v10.n1.2025.2720
Muñoz, C. I. C., Solís, C. E. D., & Rojas, K. J. F. (2018). The history of English language teaching
in Ecuador. Revista Pertinencia Académica, 7, 39–52.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
https://doi.org/10.1017/CBO9780511667336
Ochoa, C., Cabrera, P., Quiñónez, A., Castillo, L., & González, P. (2016). The effect of
communicative activities on EFL learners’ motivation: A case of students in the Amazon
region of Ecuador. Colombian Applied Linguistics Journal, 18(2), 39–48.
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glance 2020: OECD indicators. OECD Publishing. https://doi.org/10.1787/69096873-en
Pavón, E., Paredes, G. I. A., Pesantez, E. S. Q., Lavanda, H., Quizhpe, P., & Miranda, J. A. (2025).
Análisis del impacto del aprendizaje basado en proyectos en la competencia comunicativa
en inglés. South Florida Journal of Development, 6, e5282.
https://doi.org/10.46932/sfjdv6n5-036
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.).
Cambridge University Press.
Savignon, S. J. (2018). Communicative competence: Theory and classroom practice (2nd ed.).
McGraw-Hill Education.
Silva Valencia, J., Ríos Gavilanes, A., & López Tumbaco, B. (2021). Techniques of
communicative language teaching method for the development of speaking skill. Ciencia
Digital, 5(4), 2073–2083. https://doi.org/10.33262/cienciadigital.v5i4.2247
Tamayo, M. R., Almeida, E., & Pillajo, M. (2024). ECRIF as a strategy to boost EFL students’
speaking skills: An exploratory action research approach. In G. F. Olmedo Cifuentes, D.
G. Arcos Avilés, & H. V. Lara Padilla (Eds.), Emerging research in intelligent systems
(Vol. 903, pp. 217–232). Springer. https://doi.org/10.1007/978-3-031-52258-1_16
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.
Yánez, M., & Cuenca, P. (2022). English language anxiety among Ecuadorian EFL learners.
Revista Conrado, 18(89), 151–159.
Zhang, Y. (2025). The Application of Communicative Approach in English Speaking Teaching.
Literature Language and Cultural Studies, 2, 106. https://doi.org/10.63313/LLCS.9065
Zhang, Y. (2020). A study of students’ English-speaking problems and the communicative
approach in EFL classrooms. Journal of Language Teaching and Research, 11(3),
https://doi.org/381–386 10.63313/LLCS.9065
Méndez-Fernández, B. R., & González-Cabrera, J. K. (2025). Influencia de la técnica del
aprendizaje basado en proyectos en el desarrollo de la expresión oral. INNOVA Research
Journal, 10(1), 50–70. https://doi.org/10.33890/innova.v10.n1.2025.2720
Muñoz, C. I. C., Solís, C. E. D., & Rojas, K. J. F. (2018). The history of English language teaching
in Ecuador. Revista Pertinencia Académica, 7, 39–52.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
https://doi.org/10.1017/CBO9780511667336
Ochoa, C., Cabrera, P., Quiñónez, A., Castillo, L., & González, P. (2016). The effect of
communicative activities on EFL learners’ motivation: A case of students in the Amazon
region of Ecuador. Colombian Applied Linguistics Journal, 18(2), 39–48.
https://doi.org/10.14483/calj.v18n2.10018
Organisation for Economic Co-operation and Development (OECD). (2020). Education at a
glance 2020: OECD indicators. OECD Publishing. https://doi.org/10.1787/69096873-en
Pavón, E., Paredes, G. I. A., Pesantez, E. S. Q., Lavanda, H., Quizhpe, P., & Miranda, J. A. (2025).
Análisis del impacto del aprendizaje basado en proyectos en la competencia comunicativa
en inglés. South Florida Journal of Development, 6, e5282.
https://doi.org/10.46932/sfjdv6n5-036
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.).
Cambridge University Press.
Savignon, S. J. (2018). Communicative competence: Theory and classroom practice (2nd ed.).
McGraw-Hill Education.
Silva Valencia, J., Ríos Gavilanes, A., & López Tumbaco, B. (2021). Techniques of
communicative language teaching method for the development of speaking skill. Ciencia
Digital, 5(4), 2073–2083. https://doi.org/10.33262/cienciadigital.v5i4.2247
Tamayo, M. R., Almeida, E., & Pillajo, M. (2024). ECRIF as a strategy to boost EFL students’
speaking skills: An exploratory action research approach. In G. F. Olmedo Cifuentes, D.
G. Arcos Avilés, & H. V. Lara Padilla (Eds.), Emerging research in intelligent systems
(Vol. 903, pp. 217–232). Springer. https://doi.org/10.1007/978-3-031-52258-1_16
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.
Yánez, M., & Cuenca, P. (2022). English language anxiety among Ecuadorian EFL learners.
Revista Conrado, 18(89), 151–159.
Zhang, Y. (2025). The Application of Communicative Approach in English Speaking Teaching.
Literature Language and Cultural Studies, 2, 106. https://doi.org/10.63313/LLCS.9065
Zhang, Y. (2020). A study of students’ English-speaking problems and the communicative
approach in EFL classrooms. Journal of Language Teaching and Research, 11(3),
https://doi.org/381–386 10.63313/LLCS.9065
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Zou, B., Wang, D., & Xing, M. (2021). Using digital tools to develop students’ speaking skills:
A mixed-methods study in China. Computer Assisted Language Learning, 34(5–6), 567–
589. https://doi.org/10.1080/09588221.2019.1619587
Zou, B., Wang, D., & Xing, M. (2021). Using digital tools to develop students’ speaking skills:
A mixed-methods study in China. Computer Assisted Language Learning, 34(5–6), 567–
589. https://doi.org/10.1080/09588221.2019.1619587