Vol. 12/ Núm. 1 2024 pág. 922
https://doi.org/10.69639/arandu.v12i1.651
Implementing project-based learning to enhance
communicative skills in 4th grade students with autism in
Cotopaxi province
Implementación de aprendizaje basado en proyectos para mejorar las habilidades
comunicativas de los estudiantes de 4to grado con autismo en la provincia de Cotopaxi
Hugo Fabrizio Coello Jiménez
monkeyzup@gmail.com
https://orcid.org/0009-0004-2389-0699
Universidad Estatal de Milagro
Ecuador - Milagro
Alicia Magdalena Collaguazo Potosí
alicia.collaguazo@educacion.gob.ec
https://orcid.org/0009-0002-8105-1901
Universidad Estatal de Milagro
Ecuador - Milagro
Araceli Margoth Sánchez Vargas
aracelym.sanchez@educacion.gob.ec
https://orcid.org/0009-0002-7802-470X
Universidad Estatal de Milagro
Ecuador - Milagro
Fernando Patricio Riera Hermida
frierah@unemi.edu.ec
https://orcid.org/0009-0006-7570-1305
Universidad Estatal de Milagro
Ecuador - Milagro
Artículo recibido: 20 diciembre 2024 - Aceptado para publicación: 26 enero 2025
Conflictos de intereses: Ninguno que declarar
ABSTRACT
This research was conducted in a public school in the province of Cotopaxi, Ecuador. The main
objective was to explore how project-based learning could improve communication skills in
autistic students in 4th grade of primary school. The participants were a group of students aged 7
to 8 years, where there were two students with autism spectrum disorder. Project-based learning
was a fundamental aspect during this teaching process because it allowed the students to improve
interaction with their peers and with the English teacher. The students' English level proficiency
was pre-A1 according to the results of the diagnostic test carried out at the beginning of the school
term. Data were collected through the observation as a qualitative instrument and pre-test, post-
test, and rubric as a quantitative instrument. As a final result, the data showed that autistic
participants improved their communication skills from 0.70 at the beginning of the study and after
Vol. 12/ Núm. 1 2024 pág. 923
the implementation of the project they finished with 2.69 on a scale of 1 to 5, demonstrating that
project-based learning has the potential to develop the communicative skills.
Keywords: autism, project-based learning, communication skills
RESUMEN
Esta investigación se llevó a cabo en una escuela pública de la provincia de Cotopaxi, Ecuador.
El objetivo principal fue explorar cómo el aprendizaje basado en proyectos podría mejorar las
habilidades comunicativas de los niños autistas de 4to grado de la escuela primaria. Los
participantes fueron un grupo de estudiantes de la edad de 7 y 8 años, donde había dos estudiantes
con trastorno del espectro autista. El aprendizaje basado en proyectos fue un aspecto fundamental
durante este proceso de enseñanza porque éste permitió a los estudiantes mejorar la interacción
con los compañeros y con el profesor de Inglés. El nivel de dominio de Inglés de los estudiantes
fue de un pre-A1, de acuerdo a los resultados de la prueba de diagnóstico realizada al inicio del
período escolar. Los datos fueron recogidos a través de la observación como un instrumento
cualitativo, el pre-test, post-test y la rúbrica como instrumentos cuantitativos. Como resultado
final, los datos mostraron que los participantes autistas mejoraron sus habilidades comunicativas
0.70 al inicio del estudio y después de la implementación del proyecto terminaron con 2.69 en
una escala de 1 al 5, demostrando que el aprendizaje basado en proyectos tiene el potencial para
desarrollar las habilidades comunicativas,
Palabras clave: autismo, aprendizaje basado en proyectos, habilidades de comunicación
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
the implementation of the project they finished with 2.69 on a scale of 1 to 5, demonstrating that
project-based learning has the potential to develop the communicative skills.
Keywords: autism, project-based learning, communication skills
RESUMEN
Esta investigación se llevó a cabo en una escuela pública de la provincia de Cotopaxi, Ecuador.
El objetivo principal fue explorar cómo el aprendizaje basado en proyectos podría mejorar las
habilidades comunicativas de los niños autistas de 4to grado de la escuela primaria. Los
participantes fueron un grupo de estudiantes de la edad de 7 y 8 años, donde había dos estudiantes
con trastorno del espectro autista. El aprendizaje basado en proyectos fue un aspecto fundamental
durante este proceso de enseñanza porque éste permitió a los estudiantes mejorar la interacción
con los compañeros y con el profesor de Inglés. El nivel de dominio de Inglés de los estudiantes
fue de un pre-A1, de acuerdo a los resultados de la prueba de diagnóstico realizada al inicio del
período escolar. Los datos fueron recogidos a través de la observación como un instrumento
cualitativo, el pre-test, post-test y la rúbrica como instrumentos cuantitativos. Como resultado
final, los datos mostraron que los participantes autistas mejoraron sus habilidades comunicativas
0.70 al inicio del estudio y después de la implementación del proyecto terminaron con 2.69 en
una escala de 1 al 5, demostrando que el aprendizaje basado en proyectos tiene el potencial para
desarrollar las habilidades comunicativas,
Palabras clave: autismo, aprendizaje basado en proyectos, habilidades de comunicación
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. 12/ Núm. 1 2024 pág. 924
INTRODUCTION
This research focused on implementing project-based learning to enhance communication
skills of students with autism. Autism Spectrum Disorder (ASD) is not a single disorder but a
cluster of closely related disorders that share common characteristics. It is considered a lifelong,
neurodevelopmental disability and is characterised by the presence of persistent deficits in three
core areas of functioning: social interaction; communication skills; and the presence of fixed or
repetitive behaviours (Syriopoulou- Delli, 2020). Autism children often face behaviour issues due
to verbal and non-verbal communication deficits (Salmihah et al., 2021). Behavioral problems
among autistic children cause problems in their daily life such as bully incidents, low performance
in their academics and inability to socialise (Manirajee & Rashid, 2024).
In a sense, project-based learning (PBL) is increasingly popular in the teaching learning
process due to the need of education to adapt to the changing world and looking for the
improvement of students’ skills in a different way other than the traditional teaching. PBL gives
learners opportunities to actively engage in the learning process, make preferences, and bring
their interests to the learning environment, thus it has a high potential to make learners more
attentive (Kemaloglu-er, 2022). PBL promotes learners' language skills improvement through
deep investigation, creativity, problem solving, and the application of knowledge acquired in real-
life situations. Perren et al. (2013) claimed that Project-based learning has also been billed as an
excellent instructional approach for combining language and content-learning aims, improving
students’ literacy and research skills, and engaging students in meaningful service-learning
opportunities (as cited in Stoller, 2019).
Teaching English as a foreign language faces significant challenges in contexts where
educational resources are limited, either due to a lack of government support or the lesser
importance given by parents to their children's education (Bempechat, 1992). These challenges
are amplified when students with neurodiverse conditions, such as autism, are part of the learning
program of educational institutes, therefore Busby et al. (2012) says that it requires different
instructional approaches. This study explores the implementation of project-based learning (PBL)
as a methodology to improve English communication skills in a group of neurotypical
participants, including children with autism to increase learners’ motivation and promote a
harmonious atmosphere, decreasing classroom anxiety and facilitating interaction discussion
(Agustina, L 2022).
The focus is on measuring how collaborative work in heterogeneous groups fosters
learning. It will attract their interest and boost the students’ motivation to get involved actively
with the learning process (Ishak & Abdul Aziz, 2022). Despite limitations in access to digital
resources and printed materials, preliminary results suggest that PBL offers an effective
framework to overcome these barriers, highlighting the potential for children with autism to
INTRODUCTION
This research focused on implementing project-based learning to enhance communication
skills of students with autism. Autism Spectrum Disorder (ASD) is not a single disorder but a
cluster of closely related disorders that share common characteristics. It is considered a lifelong,
neurodevelopmental disability and is characterised by the presence of persistent deficits in three
core areas of functioning: social interaction; communication skills; and the presence of fixed or
repetitive behaviours (Syriopoulou- Delli, 2020). Autism children often face behaviour issues due
to verbal and non-verbal communication deficits (Salmihah et al., 2021). Behavioral problems
among autistic children cause problems in their daily life such as bully incidents, low performance
in their academics and inability to socialise (Manirajee & Rashid, 2024).
In a sense, project-based learning (PBL) is increasingly popular in the teaching learning
process due to the need of education to adapt to the changing world and looking for the
improvement of students’ skills in a different way other than the traditional teaching. PBL gives
learners opportunities to actively engage in the learning process, make preferences, and bring
their interests to the learning environment, thus it has a high potential to make learners more
attentive (Kemaloglu-er, 2022). PBL promotes learners' language skills improvement through
deep investigation, creativity, problem solving, and the application of knowledge acquired in real-
life situations. Perren et al. (2013) claimed that Project-based learning has also been billed as an
excellent instructional approach for combining language and content-learning aims, improving
students’ literacy and research skills, and engaging students in meaningful service-learning
opportunities (as cited in Stoller, 2019).
Teaching English as a foreign language faces significant challenges in contexts where
educational resources are limited, either due to a lack of government support or the lesser
importance given by parents to their children's education (Bempechat, 1992). These challenges
are amplified when students with neurodiverse conditions, such as autism, are part of the learning
program of educational institutes, therefore Busby et al. (2012) says that it requires different
instructional approaches. This study explores the implementation of project-based learning (PBL)
as a methodology to improve English communication skills in a group of neurotypical
participants, including children with autism to increase learners’ motivation and promote a
harmonious atmosphere, decreasing classroom anxiety and facilitating interaction discussion
(Agustina, L 2022).
The focus is on measuring how collaborative work in heterogeneous groups fosters
learning. It will attract their interest and boost the students’ motivation to get involved actively
with the learning process (Ishak & Abdul Aziz, 2022). Despite limitations in access to digital
resources and printed materials, preliminary results suggest that PBL offers an effective
framework to overcome these barriers, highlighting the potential for children with autism to
Vol. 12/ Núm. 1 2024 pág. 925
develop communicative competencies comparable to those of their neurotypical peers. This work
seeks to contribute to the development of inclusive educational practices that respond to the needs
of all students, regardless of their abilities or socioeconomic context.
METHODOLOGY
Sample
The present action research was conducted in a public school. This school is located in the
rural area of Latacunga in The Cotopaxi Province that is situated in the Highland region of
Ecuador. The learners that participate in this project are in 4th grade, and they are between seven
to eight years old. Their classroom is comfortable even though the school is small. In addition,
the place where the student’s study is big enough, and it has the necessary equipment to learn
English efficiently, such as two boards, individual chairs and tables. For this exploration, it was
taken in a classroom of 25 students in which 10% of them had autism.
Regarding the school’s infrastructure it has water, electricity services but the internet is
limited because it is available only at the principal's office. There are no technological tools in the
schools, there is a lab with 10 computers, but they are out of service. Additionally, the school
owns a library on the second floor where the students have access to books of different topics, but
all of them are in Spanish language. Finally, there is no access for students with physical
limitations, which makes it difficult to access classrooms on the second floor.
According to the report by the Student Counseling Department, two students who are in
4th grade were diagnosed with autism spectrum disorder. Regarding the schedule. The 4th graders
have English classes three hours a week, and they are divided into two days. During these hours
the students with autism demonstrated understanding in the target language by comprehending
and acquiring new knowledge of the English in every single class. Moreover, they were always
willing to participate in the sessions by being interested in working on projects, doing crafts,
singing, and playing during the lessons while following the teacher's instructions and commands.
Moreover, learners seemed to enjoy the English classes because they were always smiling,
and they felt comfortable when they had to interact with the teacher. They worked actively in
individual activities such as; coloring and writing short sentences. When the teacher asks short
questions as a way to assess the class, the participants could answer those questions in English by
using vocabulary they were studying during the unit. Sometimes, when they do not know the
word in English, they use their native language mixed with English. In addition, the teacher
developed a strategy to motivate those students. The educator uses stickers with motivational
words like: “good job”, “excellent”, “fantastic”, among others, and the learners felt excited to
continue performing their best in class. Also, they have big smiles on their faces, and they do a
very good job during the class.
develop communicative competencies comparable to those of their neurotypical peers. This work
seeks to contribute to the development of inclusive educational practices that respond to the needs
of all students, regardless of their abilities or socioeconomic context.
METHODOLOGY
Sample
The present action research was conducted in a public school. This school is located in the
rural area of Latacunga in The Cotopaxi Province that is situated in the Highland region of
Ecuador. The learners that participate in this project are in 4th grade, and they are between seven
to eight years old. Their classroom is comfortable even though the school is small. In addition,
the place where the student’s study is big enough, and it has the necessary equipment to learn
English efficiently, such as two boards, individual chairs and tables. For this exploration, it was
taken in a classroom of 25 students in which 10% of them had autism.
Regarding the school’s infrastructure it has water, electricity services but the internet is
limited because it is available only at the principal's office. There are no technological tools in the
schools, there is a lab with 10 computers, but they are out of service. Additionally, the school
owns a library on the second floor where the students have access to books of different topics, but
all of them are in Spanish language. Finally, there is no access for students with physical
limitations, which makes it difficult to access classrooms on the second floor.
According to the report by the Student Counseling Department, two students who are in
4th grade were diagnosed with autism spectrum disorder. Regarding the schedule. The 4th graders
have English classes three hours a week, and they are divided into two days. During these hours
the students with autism demonstrated understanding in the target language by comprehending
and acquiring new knowledge of the English in every single class. Moreover, they were always
willing to participate in the sessions by being interested in working on projects, doing crafts,
singing, and playing during the lessons while following the teacher's instructions and commands.
Moreover, learners seemed to enjoy the English classes because they were always smiling,
and they felt comfortable when they had to interact with the teacher. They worked actively in
individual activities such as; coloring and writing short sentences. When the teacher asks short
questions as a way to assess the class, the participants could answer those questions in English by
using vocabulary they were studying during the unit. Sometimes, when they do not know the
word in English, they use their native language mixed with English. In addition, the teacher
developed a strategy to motivate those students. The educator uses stickers with motivational
words like: “good job”, “excellent”, “fantastic”, among others, and the learners felt excited to
continue performing their best in class. Also, they have big smiles on their faces, and they do a
very good job during the class.
Vol. 12/ Núm. 1 2024 pág. 926
Those learners did not present academic difficulties, but they had problems with
socialization with other classmates, they hardly ever had communication with their peers, and did
not play with other kids inside or outside the classroom. The students with autism prefer to be
alone or be with the teacher during their recess. Sometimes, the data participated in the
collaborative activities that the instructor prepared to foster speaking and vocabulary with the
purpose of integrating them to the rest of students.
Instruments
During this research, the students with autism had to take a pre-test and post-test to see
their improvement and progress. The pre-test was applied at the beginning of the research, and
the post-test was applied at the end, with a scale from 1 to 5 to grade each item. Therefore, at the
beginning of the study the guide of observation had raised statements to recognize student´s
behavior patterns and the academic performance within the English subject. At the end of the
study, it served to make a comparison of the results after the application of the Project Based
Learning in order to know if it improved or not the communicative skills of the students with
autism. Since with Project Based Learning students are given complex tasks or projects that
require teamwork to complete. This situation forces students to communicate effectively, discuss
ideas, and solve problems together, which in turn strengthens their verbal and non-verbal
communication skills. By constantly interacting and collaborating with their peers, students learn
to appreciate others' perspectives and build stronger interpersonal relationships. (Aziz & Astuti,
2023).
The project-based learning for this study was “The Game of Emotions”, lasted for 6 months
and consisted of the following stages: Stage 1: Students learned 10 emotions and made short
sentences using each of them 2: Here students in groups had the opportunity to make pictures
related to emojis. Each learner made an emoji and showed it making a sentence with the selected
emoji to describe themselves and describing the partners emotions. Stage 3: Teacher divided the
classroom in two groups in order for learners to make a big doll paper (a man and a girl). The big
doll papers of each group were decorated by students and the most relevant characteristic of those
dolls were that they did not have faces. Stage 4: Teacher located the big dolls in front of the
students, the groups took turns to locate the emoji that they made previously in the doll face, the
students with the major quantity of emojis said in English correctly won the game. This activity
had the aim that autistic children involved with peers in the creation of a big doll paper and use
the target language while they were playing with emotions.
Design, procedure, and data analysis
To obtain the results of the pre-test and post-test, it was used The SPSS program which
helped to analyze the results obtained. Also, the results are based on the rubric observation.
During over six months in an inclusive classroom environment. The activities were conducted
during regular English lessons, ensuring that the intervention was integrated into the existing
Those learners did not present academic difficulties, but they had problems with
socialization with other classmates, they hardly ever had communication with their peers, and did
not play with other kids inside or outside the classroom. The students with autism prefer to be
alone or be with the teacher during their recess. Sometimes, the data participated in the
collaborative activities that the instructor prepared to foster speaking and vocabulary with the
purpose of integrating them to the rest of students.
Instruments
During this research, the students with autism had to take a pre-test and post-test to see
their improvement and progress. The pre-test was applied at the beginning of the research, and
the post-test was applied at the end, with a scale from 1 to 5 to grade each item. Therefore, at the
beginning of the study the guide of observation had raised statements to recognize student´s
behavior patterns and the academic performance within the English subject. At the end of the
study, it served to make a comparison of the results after the application of the Project Based
Learning in order to know if it improved or not the communicative skills of the students with
autism. Since with Project Based Learning students are given complex tasks or projects that
require teamwork to complete. This situation forces students to communicate effectively, discuss
ideas, and solve problems together, which in turn strengthens their verbal and non-verbal
communication skills. By constantly interacting and collaborating with their peers, students learn
to appreciate others' perspectives and build stronger interpersonal relationships. (Aziz & Astuti,
2023).
The project-based learning for this study was “The Game of Emotions”, lasted for 6 months
and consisted of the following stages: Stage 1: Students learned 10 emotions and made short
sentences using each of them 2: Here students in groups had the opportunity to make pictures
related to emojis. Each learner made an emoji and showed it making a sentence with the selected
emoji to describe themselves and describing the partners emotions. Stage 3: Teacher divided the
classroom in two groups in order for learners to make a big doll paper (a man and a girl). The big
doll papers of each group were decorated by students and the most relevant characteristic of those
dolls were that they did not have faces. Stage 4: Teacher located the big dolls in front of the
students, the groups took turns to locate the emoji that they made previously in the doll face, the
students with the major quantity of emojis said in English correctly won the game. This activity
had the aim that autistic children involved with peers in the creation of a big doll paper and use
the target language while they were playing with emotions.
Design, procedure, and data analysis
To obtain the results of the pre-test and post-test, it was used The SPSS program which
helped to analyze the results obtained. Also, the results are based on the rubric observation.
During over six months in an inclusive classroom environment. The activities were conducted
during regular English lessons, ensuring that the intervention was integrated into the existing
Vol. 12/ Núm. 1 2024 pág. 927
curriculum. This approach allowed the students to engage with peers in a natural classroom setting
while focusing on developing communication and teamwork skills for the autistic students as
well. This study employed a qualitative and quantitative research design, specifically through the
use of classroom observations and Project-Based Learning (PBL) to explore the interaction and
language acquisition of autistic children in an English classroom setting. The research focused on
observing behavioral patterns, social interactions, and the development of communicative skills
over a six-month period.
It was conducted using a structured observation guide as the primary data collection tool.
The pre-test was developed to track students’ behavioral and academic performance in the English
language before and after the implementation of Project-Based Learning. This comparative
approach allowed for a detailed analysis of the impact of the intervention on students’
communicative abilities and interpersonal interactions. The choice of Project-Based Learning as
an intervention was grounded in its potential to create meaningful, collaborative learning
experiences. By engaging in complex tasks and projects, students were encouraged to interact,
share ideas, and solve problems collectively, which are essential skills for language acquisition
and social development. Moreover, the structured yet flexible Project-Based Learning nature
allows for adaptation to the unique needs of autistic students, enabling them to express emotions
and improve their communicative abilities in a supportive environment.
RESULTS
The present research was conducted by qualitative and quantitative instruments. In order
to analyze the obtained results, the SPSS program was used to interpret the statistical
information like mean and standard deviation.
In addition, the collected data of the pre and post-test were examined by the descriptive
statistics to calculate the statistical differences. Those statistical numbers were represented in
tables exposing the key elements to understand how Project Based Learning contributed to
enhance communicative skills in autistic children.
Table 1
Chart pre-test/ post-test/
CRITERIA PRE-TEST MEAN POST-TEST MEAN
Recognize English words 1.01 2.02
Identify pictures with target language 0.70 1.69
Relate pictures to communicate 1.05 2.50
Produce target language in short sentences 0.75 2.80
Author: Sanchez, M (2025)
curriculum. This approach allowed the students to engage with peers in a natural classroom setting
while focusing on developing communication and teamwork skills for the autistic students as
well. This study employed a qualitative and quantitative research design, specifically through the
use of classroom observations and Project-Based Learning (PBL) to explore the interaction and
language acquisition of autistic children in an English classroom setting. The research focused on
observing behavioral patterns, social interactions, and the development of communicative skills
over a six-month period.
It was conducted using a structured observation guide as the primary data collection tool.
The pre-test was developed to track students’ behavioral and academic performance in the English
language before and after the implementation of Project-Based Learning. This comparative
approach allowed for a detailed analysis of the impact of the intervention on students’
communicative abilities and interpersonal interactions. The choice of Project-Based Learning as
an intervention was grounded in its potential to create meaningful, collaborative learning
experiences. By engaging in complex tasks and projects, students were encouraged to interact,
share ideas, and solve problems collectively, which are essential skills for language acquisition
and social development. Moreover, the structured yet flexible Project-Based Learning nature
allows for adaptation to the unique needs of autistic students, enabling them to express emotions
and improve their communicative abilities in a supportive environment.
RESULTS
The present research was conducted by qualitative and quantitative instruments. In order
to analyze the obtained results, the SPSS program was used to interpret the statistical
information like mean and standard deviation.
In addition, the collected data of the pre and post-test were examined by the descriptive
statistics to calculate the statistical differences. Those statistical numbers were represented in
tables exposing the key elements to understand how Project Based Learning contributed to
enhance communicative skills in autistic children.
Table 1
Chart pre-test/ post-test/
CRITERIA PRE-TEST MEAN POST-TEST MEAN
Recognize English words 1.01 2.02
Identify pictures with target language 0.70 1.69
Relate pictures to communicate 1.05 2.50
Produce target language in short sentences 0.75 2.80
Author: Sanchez, M (2025)
Vol. 12/ Núm. 1 2024 pág. 928
For the pre-test and post-test instrument, it is clear that the student improved in the
recognition of words in English by having a mean of 1.01 in the pre-test and and a mean of 2.02
in the post test which demonstrated that they could recognize more words in English at the end of
the research. Similarly, they were enhanced in the ability to identify pictures when they learned
target language with a mean of 0,70 in the pre-test and a mean of 1.69 in the post-test. Equally
important was their progress in the ability to relate pictures to communicate, emotions and
feelings with a mean of 1.05 at the beginning of the study and with a mean of 2.50 at the end of
it. Moreover, they showed willingness to participate in making short oral sentences using the new
vocabulary with a mean of 0.75 in the pre-test in relation to the post-test with a mean of 2.80.
Table 2
Chart for the observation rubric
CRITERIA PRE-RUBRIC
OBSERVATION MEAN
POST-RUBRIC
OBSERVATION MEAN
Recognize the teacher’s
instructions
1.01 2.02
Interact with the other peers in
the target language.
0.70 2,69
Greet the teachers in English
even when they are outside the
classroom.
0.60 1.03
Demonstrate interest in
participating in projects in the
English class.
1.01 3.65
Feel motivated to continue
learning English in class.
0.85 2.03
Understand the body language of
teacher and peers
0.67 0.98
Use body language to express
feelings and emotions
0.35 0.74
Author: Sanchez, M (2025)
To obtain the results of this table, the observation rubric instrument was applied,
consisting of a list of different criteria to analyze learners’ behavior during the application of
Project-Based Learning. The facts were evaluated from 1 to 10. At the beginning the researcher
evaluated the data with the direct observation, then it was used by SPSS to obtain the results.
After the analysis of data collected, it is clear that the learners significantly improve their
recognition of the teacher’s instructions by having a mean of 1.01 in pre-observation and a mean
For the pre-test and post-test instrument, it is clear that the student improved in the
recognition of words in English by having a mean of 1.01 in the pre-test and and a mean of 2.02
in the post test which demonstrated that they could recognize more words in English at the end of
the research. Similarly, they were enhanced in the ability to identify pictures when they learned
target language with a mean of 0,70 in the pre-test and a mean of 1.69 in the post-test. Equally
important was their progress in the ability to relate pictures to communicate, emotions and
feelings with a mean of 1.05 at the beginning of the study and with a mean of 2.50 at the end of
it. Moreover, they showed willingness to participate in making short oral sentences using the new
vocabulary with a mean of 0.75 in the pre-test in relation to the post-test with a mean of 2.80.
Table 2
Chart for the observation rubric
CRITERIA PRE-RUBRIC
OBSERVATION MEAN
POST-RUBRIC
OBSERVATION MEAN
Recognize the teacher’s
instructions
1.01 2.02
Interact with the other peers in
the target language.
0.70 2,69
Greet the teachers in English
even when they are outside the
classroom.
0.60 1.03
Demonstrate interest in
participating in projects in the
English class.
1.01 3.65
Feel motivated to continue
learning English in class.
0.85 2.03
Understand the body language of
teacher and peers
0.67 0.98
Use body language to express
feelings and emotions
0.35 0.74
Author: Sanchez, M (2025)
To obtain the results of this table, the observation rubric instrument was applied,
consisting of a list of different criteria to analyze learners’ behavior during the application of
Project-Based Learning. The facts were evaluated from 1 to 10. At the beginning the researcher
evaluated the data with the direct observation, then it was used by SPSS to obtain the results.
After the analysis of data collected, it is clear that the learners significantly improve their
recognition of the teacher’s instructions by having a mean of 1.01 in pre-observation and a mean
Vol. 12/ Núm. 1 2024 pág. 929
of 2.02 in the post-observation, the results demonstrate that learners understand teacher´s
vocabulary and commands in English Language. In the same way, learners were enhanced in the
ability to greet the teachers in English even when they are outside the classroom with a mean of
0.60 in the pre-observation in contrast with a mean of 1.03 in the post-observation which
demonstrates that students increased their interaction using the target language in real life
situations in basic daily routines. In parallel, learners were observed to identify their interaction
with the other peers in the target language, the outcome was a mean of 0.70 in the pre-observation
in difference with a mean of 2.69 in the post-observation, it indicates that they had an
improvement in their communicative skills in consequence their interaction with the peers and
teacher in the target language have increased. Moreover, they showed a willingness to use body
language to express feelings and emotions with a mean of 0.35 in the pre-observation in contrast
with a mean of 0.74 in the post-observation, it denoted that they enhanced the use of their body
language with movements and gestures to express their feelings and emotions, which have
increased their communicative skill.
CONCLUSIONS
The fundamental purpose of this research was to implement Project-Based Learning
(PBL) as a strategy to enhance the communicative skills of 4th-grade students with autism,
through the incorporation of a designed project according to their abilities and requirements. Since
autistic students in the English classroom struggled to socialize with peers. Their interaction into
the schoolroom was scarce and the teamwork participation was deficient. In addition, they had
difficulties expressing their emotions or feelings with classmates. Consequently, they experienced
isolation most of the time.
However, the findings demonstrated that PBL could significantly improve the abilities to
interact with other peers in the target language during the classroom sessions. It was evidenced
that participants with autism did not manifest difficulties to acquaint themselves with instructions,
representing a significant progress in the language acquisition same as the common learners. In
addition, the PBL allowed all participants to enjoy a pleasant atmosphere while working and
learning together. The proposed tasks at each stage of the PBL helped them to gain self-
confidence and felt belonging to the group. They were more willing to participate, collaborate
and strengthen the bonds of friendship.
of 2.02 in the post-observation, the results demonstrate that learners understand teacher´s
vocabulary and commands in English Language. In the same way, learners were enhanced in the
ability to greet the teachers in English even when they are outside the classroom with a mean of
0.60 in the pre-observation in contrast with a mean of 1.03 in the post-observation which
demonstrates that students increased their interaction using the target language in real life
situations in basic daily routines. In parallel, learners were observed to identify their interaction
with the other peers in the target language, the outcome was a mean of 0.70 in the pre-observation
in difference with a mean of 2.69 in the post-observation, it indicates that they had an
improvement in their communicative skills in consequence their interaction with the peers and
teacher in the target language have increased. Moreover, they showed a willingness to use body
language to express feelings and emotions with a mean of 0.35 in the pre-observation in contrast
with a mean of 0.74 in the post-observation, it denoted that they enhanced the use of their body
language with movements and gestures to express their feelings and emotions, which have
increased their communicative skill.
CONCLUSIONS
The fundamental purpose of this research was to implement Project-Based Learning
(PBL) as a strategy to enhance the communicative skills of 4th-grade students with autism,
through the incorporation of a designed project according to their abilities and requirements. Since
autistic students in the English classroom struggled to socialize with peers. Their interaction into
the schoolroom was scarce and the teamwork participation was deficient. In addition, they had
difficulties expressing their emotions or feelings with classmates. Consequently, they experienced
isolation most of the time.
However, the findings demonstrated that PBL could significantly improve the abilities to
interact with other peers in the target language during the classroom sessions. It was evidenced
that participants with autism did not manifest difficulties to acquaint themselves with instructions,
representing a significant progress in the language acquisition same as the common learners. In
addition, the PBL allowed all participants to enjoy a pleasant atmosphere while working and
learning together. The proposed tasks at each stage of the PBL helped them to gain self-
confidence and felt belonging to the group. They were more willing to participate, collaborate
and strengthen the bonds of friendship.
Vol. 12/ Núm. 1 2024 pág. 930
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Agustina, L. (2022). Encouraging students to do collaborative learning in ESP course to
strengthen students’ oral communication skill. Journal of Languages and Language
Teaching, 10(1). https://doi.org/10.33394/jollt.v10i1.4353
Al Jaffal, M. (2022). Barriers general education teachers face regarding the inclusion of students
with autism. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.873248
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way
to engage students in learning. SAGE Open, 10(3).
https://doi.org/10.1177/2158244020938702
Bempechat, J. (1992). The role of parent involvement in children’s academic achievement. The
School Community Journal, 2(2).
Busby, R., Ingram, R., Bowron, R., Oliver, J., & Lyons, B. (2012). Teaching elementary children
with autism: Addressing teacher challenges and preparation needs. Rural Educator,
33(2).
Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’
academic achievement: A meta-analysis investigating moderators. Educational Research
Review, 26. https://doi.org/10.1016/j.edurev.2018.11.001
Eldiva, F. T., & Azizah, N. (2019). Project-based learning in improving critical thinking skill of
children with special needs. Proceedings of the International Conference on Special and
Inclusive Education. https://doi.org/10.2991/icsie-18.2019.64
Febriantini, W. A., Fitriati, R., & Oktaviani, L. (2021). An analysis of verbal and non-verbal
communication in autistic children. Journal of Research on Language Education, 2(1).
https://doi.org/10.33365/jorle.v2i1.923
Ghosheh Wahbeh, D., Najjar, E. A., Sartawi, A. F., Abuzant, M., & Daher, W. (2021). The role
of project-based language learning in developing students’ life skills. Sustainability
(Switzerland), 13(12). https://doi.org/10.3390/su13126518
Ishak, S. A., & Abdul Aziz, A. (2022). Role play to improve ESL learners’ communication skills:
A systematic review. International Journal of Academic Research in Business and Social
Sciences, 12(10). https://doi.org/10.6007/ijarbss/v12-i10/14851
Kemaloglu-Er, E. (2022). Project-based learning in English language teaching at a rural school:
A case study from Turkey. Novitas-ROYAL (Research on Youth and Language).
https://files.eric.ed.gov/fulltext/EJ1343062.pdf
Lasintia, M., Prihantoro, P., Edy, S., & Ariani, D. (2021). English language teaching strategy for
ASD (Autism Spectrum Disorder) students. Linguists: Journal of Linguistics and
Language Teaching, 7(1). https://doi.org/10.29300/ling.v7i1.4247
Vol. 12/ Núm. 1 2024 pág. 931
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Stoller, F. L., & Myers, C. A. C. (2019). Project-based learning: A five-stage framework to guide
language teachers. In Project-Based Learning in Second Language Acquisition: Building
Communities of Practice in Higher Education. https://doi.org/10.4324/9780429457432-
3
Manirajee, L., & Rashid, S. M. M. (2024). Behaviour management among autism children: A
systematic review. International Journal of Academic Research in Business and Social
Sciences, 14(6), 1413–1428.
Mirzayev Bahtiyorjon O’g’li, A., Shoira, O., & Qizi, Z. (2022). Communicative method—a new
approach in the practice of teaching foreign language. Science and Innovation
International Scientific Journal, 1(6).
Silveira-Zaldivar, T., Özerk, G., & Özerk, K. (2020). Developing social skills and social
competence in children with autism. International Electronic Journal of Elementary
Education, 13(3). https://doi.org/10.26822/IEJEE.2021.195
Stoller, F. L., & Myers, C. A. C. (2019). Project-based learning: A five-stage framework to guide
language teachers. In Project-Based Learning in Second Language Acquisition: Building
Communities of Practice in Higher Education. https://doi.org/10.4324/9780429457432-
3