PROMOTING ENGLISH SPEAKING SKILLS THROUGH PROJECT-BASED LEARNING

• DOI: https://doi.org/10.22533/at.ed.4372522106

• Palavras-chave: inglés, habilidad oral, Aprendizaje Basado en Proyectos (ABP), lenguas.

• Keywords: English, speaking skill, Project-Based Learning (PBL), Languages

• Abstract: This article presents an Action Research study designed to enhance English speaking skills among A1-level university students through Project-Based Learning (PBL). Conducted with 32 students at Universidad Veracruzana, Mexico, the intervention took place during the critical transition from face-to-face to online learning due to the COVID-19 pandemic. The study employed environmental issues as a thematic focus, providing a meaningful context for language use and student engagement. Through systematic implementation of PBL, the research demonstrated notable improvements in students’ oral communication abilities, as well as increased learner motivation and active participation. The collaborative nature of PBL encouraged students to engage deeply with real-world problems, enhancing both their speaking proficiency and critical thinking skills. Data were collected via pre- and post-intervention speaking assessments, student reflections, and teacher observations, providing comprehensive insights into the learning process. Findings suggest that PBL is an effective pedagogical approach for developing speaking skills at the beginner level, particularly in an online or hybrid educational environment. Moreover, contextualizing language learning around authentic environmental challenges contributed significantly to student motivation and collaboration. This study offers valuable implications for ESL educators aiming to adapt methodologies to remote instruction while fostering meaningful communication and problem-solving competencies.