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Artículo de revisión
Project-Based Learning with digital tools to improve speaking
skills among learners of English as a foreign language
Aprendizaje Basado en Proyectos con herramientas digitales para mejorar las
habilidades de expresión oral en estudiantes de Inglés como lengua extranjera
Adriana Gabriela Flores Escobar*
Universidad Nacional de Chimborazo
Riobamba - Ecuador
adriana.flores@unach.edu.ec
https://orcid.org/0009-0006-7752-2423
Mónica Noemí Cadena Figueroa
Universidad Nacional de Chimborazo
Riobamba - Ecuador
monicacadena@unach.edu.ec
https://orcid.org/0000-0002-6048-3046
*Correspondencia:
adriana.flores@unach.edu.ec
Cómo citar este artículo:
Flores, A., & Cadena, A. (2026).
Project-
Based Learning with digital tools to
improve speaking skills among learners of
English as a foreign language.
Esprint
Investigación, 5(2), 590-605.
https://doi.org/10.61347/ei.v5i2.404
Recibido: 17 de septiembre de 2026
Aceptado: 20 de octubre de 2026
Publicado: 30 de octubre de 2026
Abstract: Developing English speaking skills requires strategies that promote practice
and communicative interaction. This study aimed to analyze the impact of Project-Based
Learning supported by digital tools on the development of speaking skills among
learners of English as a foreign language. A quantitative, applied, and evaluative
approach was adopted, using a one-group pre-experimental design with pretest and
posttest assessments. The sample analyzed comprised 20 B1-level students at NOVA
English Academy. The English for Change intervention consisted of six 90-minute
sessions over two weeks, aimed at collaboratively developing a video campaign.
Speaking skills were assessed using a six-dimensional rubric scored out of 30, while the
project was evaluated separately using an instrument scored out of 10. Descriptive
statistics were used to calculate frequencies, means, and differences between
assessments. The results showed an increase in the mean score from 16.30 to 21.20,
representing a gain of 4.90 points and a relative increase of 30.06%. Scores increased
across all 20 records, and 17 (85%) moved to a higher performance category. Fluency and
interaction showed the largest gains, at 0.95 points each, while coherence showed the
smallest gain, at 0.55 points. The project achieved a mean score of 8.18 out of 10, with
planning and collaboration emerging as strengths. Speaking scores therefore increased
following the PBL intervention supported by digital tools, with the greatest gains in
fluency and interaction.
Keywords: Audiovisual production, digital tools, english as a foreign language, Project-
Based Learning, speaking skills.
Resumen: La expresión oral en inglés requiere estrategias que promuevan la práctica y la
interacción comunicativa. El objetivo general fue analizar el impacto del Aprendizaje Basado en
Proyectos, apoyado en herramientas digitales, en el desarrollo de las habilidades de expresión oral
de los estudiantes de inglés como lengua extranjera. Se empleó un enfoque cuantitativo, aplicado
y evaluativo, con diseño preexperimental de un grupo y mediciones pretest y postest. La muestra
analizada comprendió 20 estudiantes del nivel B1 de NOVA English Academy. La propuesta
English for Change contempló seis sesiones de 90 minutos durante dos semanas, orientadas a
elaborar una campaña colaborativa de videos. La expresión oral se valoró mediante una rúbrica
de seis dimensiones sobre 30 puntos y el proyecto mediante un instrumento independiente sobre
diez. Se aplicó estadística descriptiva para calcular frecuencias, medias y diferencias entre
mediciones. Los resultados mostraron un aumento de la media de 16,30 a 21,20 puntos,
equivalente a 4,90 puntos y un incremento relativo del 30,06 %. Los 20 registros aumentaron sus
puntuaciones y 17 (85 %) avanzaron de categoría. Fluidez e interacción registraron los mayores
incrementos, con 0,95 puntos cada una, mientras que coherencia presentó el menor, con 0,55
puntos. El proyecto alcanzó una media de 8,18/10, destacándose planificación y colaboración.Se
concluye que las puntuaciones de expresión oral aumentaron tras la propuesta de ABP con
herramientas digitales, con mayores avances en fluidez e interacción.
Palabras clave:
Aprendizaje basado en proyectos, expresión oral, herramientas digitales, inglés
como lengua extranjera, producción audiovisual.
Copyright: Derechos de autor 2026 Adriana
Gabriela Flores Escobar, Mónica Noemí
Cadena Figueroa.
Esta obra está bajo una licencia internacional
Creative Commons Atribución-
NoComercial 4.0.
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591
1. Introduction
Project-Based Learning (PBL) is an active, constructivist approach in which students collaborate to
solve real-world problems and develop a final product. It integrates different fields of knowledge, with
the teacher acting as a facilitator (Flórez, 2024). Its application promotes student learning, autonomy,
and motivation, while fostering cognitive, social, linguistic, and digital competencies, such as critical
thinking, creativity, and communication skills (Ramírez et al., 2025). It has also shown benefits across
curricular areas and among students with learning difficulties (Ruiz & Ortega-Sánchez, 2022).
Digital tools are technological resources that support and enrich teaching and learning by
facilitating access to information and promoting communication, and interaction (Reyna, 2023). Tools
used in education include learning management systems, communication applications, and content
creation resources, which can support collaboration, independent learning, and feedback (Romo-
Padilla et al., 2023).
Their implementation presents challenges related to infrastructure, connectivity, unequal access,
resistance to change, and insufficient training. Therefore, effective implementation requires
educational planning and investment in technology (Puyol-Cortez, 2023).
Digital tools can therefore strengthen the implementation of PBL at different educational levels.
Platforms such as Google Classroom, Trello, and Microsoft Teams support the planning, coordination,
and collaborative management of activities (Hurtado et al., 2025).
Al-Abdullatif and Gameil (2021) found the acceptance and appropriate use of these technologies,
together with student engagement, contribute to academic performance in PBL settings. Digital tools
should therefore be integrated with pedagogical guidance that promotes active participation and
project development (Solís-Franco et al., 2025).
More specifically, digital tools contribute to the development of speaking skills by promoting active
and meaningful student participation (Añapa et al., 2025). Their integration creates learning
environments in which students can communicate their ideas and emotions with greater confidence,
spontaneity, and creativity (Cifuentes et al., 2025). “Implementing PBL through playful and
collaborative activities supported by technology also strengthens listening and speaking skills,
demonstrating the pedagogical relevance of these strategies to the development of communication
skills (Ordoñez et al., 2025).
Nevertheless, developing speaking skills remains a challenge in teaching English as a foreign
language because of limited opportunities for interaction, a lack of confidence in communicating, low
participation, and the prevalence of activities with little connection to real communicative situations
(Ortiz, 2024).
Although PBL supported by digital tools can create authentic settings for research, collaboration,
content production, and the presentation of findings in English, its integration is not always guided by
pedagogical planning specifically directed toward strengthening speaking skills. In some cases,
technology is used only to access or transmit information, without taking advantage of its potential to
promote interaction, feedback, and oral production (Solórzano et al., 2024).
For these reasons, examining changes in the speaking skills of learners of English as a foreign
language is important following a PBL intervention supported by digital tools. The B1 group at NOVA
English Academy, an institution dedicated to teaching English as a foreign language, was selected
because this level represents an appropriate stage for strengthening oral communication. Students
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592
possess the linguistic resources necessary to communicate in everyday situations but still require
further development of their fluency, accuracy, and ability to sustain interactions and express well-
organized ideas.
The intervention provided opportunities to use English for communicative purposes through the
planning, development, and presentation of collaborative digital products. Comparing the initial and
final assessments allowed changes in fluency, pronunciation, vocabulary, grammatical accuracy,
coherence, and interaction to be identified. The findings may inform teaching practices in the setting
studied and contribute to the design of learning experiences suited to the needs of B1-level students.
The following research question is posed: To what extent does PBL using digital tools contribute to
improving speaking skills among learners of English as a foreign language?
The general objective of this study was therefore to analyze the impact of PBL supported by digital
tools on the development of speaking skills among learners of English as a foreign language.
Specifically, the study sought to identify students’ initial speaking proficiency, design project-based
activities using digital tools to encourage oral production, and evaluate the impact of the strategy on
the development of students’ speaking skills.
2. Methodology
Research Approach
The study adopted a quantitative approach because numerical data on students’ speaking proficiency
were collected and analyzed. This approach enabled the measurement of participants’ performance
before and after the intervention, the comparison of their scores, and the identification of changes in
speaking performance.
Speaking was assessed using indicators related to fluency, pronunciation, vocabulary, grammatical
accuracy, coherence, and interaction. Each dimension was rated using an analytic rubric, allowing
observed performance to be converted into quantifiable, comparable scores.
Type of Research
The research was an applied study, as it addressed a specific educational need related to students’
difficulties in communicating orally in English. Based on the initial assessment, a PBL strategy
supported by digital tools was designed and implemented.
The applied nature of the study was reflected in the use of pedagogical and technological
knowledge to improve an identified situation in teaching and learning. Accordingly, the research
went beyond describing speaking proficiency and incorporated an intervention aimed at
strengthening this skill.
Research Scope
The study had a descriptive and evaluative scope, as it examined changes in speaking performance by
comparing scores obtained before and after the pedagogical intervention using descriptive statistics.
Given the pre-experimental design involving a single group without random assignment or a control
group, the findings were interpreted within the educational context studied. Furthermore, the absence
of a control group limited the extent to which the observed changes could be attributed to the strategy
implemented.
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Research Design
A one-group pre-experimental design with pretest and posttest assessments was used. In the first
stage, a speaking performance assessment was administered to identify students’ initial proficiency.
The PBL strategy supported by digital tools was then implemented. Once the intervention had been
completed, a second speaking performance assessment was administered.
The design was represented as follows:
:
→ →
Here, G represented the participating group; O₁, the pretest; X, the intervention based on projects
and digital tools; and O₂, the posttest. Comparison of the two assessments enabled changes in speaking
skills to be identified.
Research Methods
The research combined documentary review and fieldwork. The literature review provided the
theoretical basis for PBL, the pedagogical use of digital tools, and the development of speaking skills
in English as a foreign language.
Fieldwork enabled information to be collected directly from students in their educational context.
The pretest, pedagogical intervention, observation of activities, and posttest took place in the setting
where teaching and learning normally occurred.
Population and Sample
The population comprised twenty students enrolled at B1 level at NOVA English Academy, an
institution dedicated to teaching English as a foreign language. The entire population was included
through a census; no sample selection was therefore performed. All twenty students participated in
the pretest, the PBL intervention, and the posttest.
The inclusion criteria were enrollment at B1 level, voluntary participation, provision of the required
consent, completion of the pretest and posttest, attendance at a minimum of 80% of sessions, and
participation in developing the communicative projects.
Students were excluded from the analysis if they failed to complete either assessment, withdrew
voluntarily, attended fewer than the required proportion of sessions, or did not participate in the main
intervention activities.
Study Variables
The independent variable was PBL supported by digital tools. This was understood as an active
strategy through which students worked collaboratively to respond to a communicative situation,
develop a digital product, and present it orally in English.
The dependent variable was the development of speaking skills. This was defined as the student’s
ability to communicate ideas orally in a comprehensible, fluent, organized, and appropriate manner.
Fluency, pronunciation, vocabulary, grammatical accuracy, coherence, and interaction were assessed.
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Assessment Method and Instruments
To assess speaking skills in English before and after the educational intervention, individual pretest
and posttest assessments were administered, each with an intended duration of 6–8 minutes. Both
instruments comprised three activities: a personal interview, a description of a situation, and a
response to a communicative situation.
The pretest included questions about personal interests, daily activities, and technology use; a
description of students working collaboratively on a school project; and a proposal for a digital
campaign to promote healthy habits.
The posttest addressed experiences of collaboration, technological tools for learning, and the
usefulness of English; a description of a digital project presentation; and the development of a proposal
for environmental protection.
Questions and scenarios differed between the two assessments, while the overall structure,
instructions, and assessment criteria remained the same. Participants were required to respond orally
in English using complete sentences, without dictionaries, translators, notes, or prepared answers,
although they could ask for questions to be repeated.
Pretest and Posttest Assessment Rubric
The same rubric was used in both assessments. Each dimension received a score from one to five, for
a maximum total of 30 points (see Tables 1 and 2).
Table 1
Pretest and Posttest Rubric
Dimension 5: Very high 4: High 3: Medium 2: Low 1: Very low
Fluency
Spoke
continuously and
naturally, with
few pauses
Sustained speech
with some pauses
that did not affect
understanding
Paused frequently
but managed to
complete ideas
Pauses and
hesitation made
the message
difficult to
develop
speech
Pronunciation Pronounced
words clearly and
used appropriate
intonation
Made few errors,
and the message
was
comprehensible
Made frequent
errors, although the
overall meaning
was understood
Errors
considerably
hindered
understanding
Pronunciation
being understood
Vocabulary
Used varied,
precise, and
appropriate
vocabulary
Used sufficient
vocabulary, with
little repetition
Used basic
vocabulary to
express the main
ideas
Used limited
vocabulary with
frequent
repetition
ideas
Grammatical
accuracy
Used different
grammatical
structures
correctly
Made minor errors
that did not affect
meaning
Made frequent
errors, but the
overall message
was
comprehensible
Errors partly
affected
understanding
most of the message
understood
Coherence
Organized and
connected ideas
clearly and
logically
Presented a
comprehensible
sequence with
minor difficulties
Expressed related
ideas, although
with limited
organization
Ideas were
disorganized or
loosely connected
comprehensible
message
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Interaction
Initiated,
responded to, and
sustained
conversation
naturally
Participated
actively and
responded
appropriately
Answered
questions but
needed occasional
support
Gave brief
answers and
needed constant
support
respond or sustain
interaction
Table 2
Scores by Speaking Proficiency Level
Total score
Speaking proficiency level
26-30
Very high
21-25
High
16-20
Medium
11-15
Low
6-10
Very low
Equivalence of the Assessments
The pretest and posttest assessed the same skills and maintained an equivalent structure. The only
difference concerned the topics addressed (see Table 3).
Table 3
Pretest and Posttest Components
Component
Pretest
Posttest
Interview
Daily life and technology use
Collaborative work, technology, and projects
Description
Students preparing a project
Students presenting a project
Communicative situation
Campaign on healthy habits
Project on environmental protection
Duration
6–8 minutes
6–8 minutes
Dimensions
Six
Six
Maximum score
30 points
30 points
Rubric
Five-level analytic rubric
Same rubric
Validation
The assessments and rubric were reviewed by three experts in English language teaching, educational
assessment, and research methodology. The experts evaluated the clarity, relevance, coherence, and
sufficiency of each activity and indicator. Their feedback informed adjustments to the instructions and
descriptors before final administration.
Procedure
In the first stage, institutional authorization and the required consent were obtained. The pretest was
then administered, and students’ oral productions were scored using the analytic rubric. The results
established their initial speaking proficiency.
In the second stage, the English for Change PBL intervention was designed to strengthen the English
speaking skills of twenty B1-level students through a video campaign addressing a social issue. The
problem, audience, central message, responsibilities, and schedule of six 90-minute sessions over two
weeks were defined. The final product comprised twenty interconnected vertical videos, each led by
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one student, incorporating vocabulary, grammatical structures, and language support appropriate to
B1 level.
In the third stage, the project was implemented through research, the development of a vocabulary
bank, scriptwriting, storyboard design, rehearsals, and video recording and editing. Throughout the
process, self-assessment, peer assessment, and teacher feedback addressed fluency, pronunciation,
vocabulary, grammatical accuracy, coherence, and interaction.
The intervention concluded with the presentation of the campaign, responses to spontaneous
questions, and an individual reflection in English. Dissemination of the products was planned through
authorized publication or a simulation in a private setting.
The PBL activity was assessed using a specific analytic rubric comprising five criteria: planning and
collaboration; fluency, pronunciation, and interaction; vocabulary, grammar, and coherence; content
and social impact; and video quality and reflection. Each criterion was rated at four performance levels:
excellent (2 points), good (1.5 points), developing (1 point), and beginning (0.5 points), for a maximum
total score of 10 points.
The language criteria were adapted to the participants’ B1 level. This assessment evaluated the work
process, digital product, and oral presentation, and its score was kept separate from the pretest and
posttest scores.
In the fourth stage, the posttest was administered under conditions equivalent to those of the
pretest. Responses were scored using the same rubric and by the same assessors. The initial and final
scores were then compared.
Statistical Analysis
The statistical analysis used descriptive statistics. Absolute frequencies and percentages were
calculated to present the distribution of the twenty participants across pretest and posttest
performance levels and PBL project rubric categories. Percentages were obtained by dividing the
frequency in each category by the total number of participants and multiplying the result by 100.
Arithmetic means were calculated for total and dimension scores, together with percentages relative
to each instrument’s maximum score. The pretest and posttest were compared using absolute score
differences and relative increases, calculated as [(posttest − pretest) / pretest] × 100. The results were
organized into individual and group tables, keeping the PBL project assessment separate from the
speaking assessments. The analysis was limited to describing observed changes, without statistical
significance testing.
3. Results
Pretest Results
The initial speaking assessment showed heterogeneous performance among the 20 participants, as
presented in Table 4. Scores ranged from 12 to 23 out of 30, with a mean of 16.30, equivalent to 54.33%
of the maximum possible score, and a standard deviation of 2.90. Nine students (45%) were in the low
category, ten (50%) in the medium category, and one (5%) in the high category. No participants were
classified in either the very low or the very high performance category. This distribution showed a
concentration in the low and medium categories, indicating a need to strengthen communication skills,
particularly among students with lower initial scores.
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Table 4
Individual Pretest Results
Student Score /30 % of maximum Level
E1 20 66.67 Medium
E2 14 46.67 Low
E3 23 76.67 High
E4 15 50.00 Low
E5 16 53.33 Medium
E6 19 63.33 Medium
E7 13 43.33 Low
E8 19 63.33 Medium
E9 17 56.67 Medium
E10 20 66.67 Medium
E11 14 46.67 Low
E12 18 60.00 Medium
E13 12 40.00 Low
E14 18 60.00 Medium
E15 15 50.00 Low
E16 13 43.33 Low
E17 13 43.33 Low
E18 15 50.00 Low
E19 16 53.33 Medium
E20 16 53.33 Medium
Mean 16.30 54.33 Medium
Note. Performance levels correspond to the instrument’s scale: very low, 6–10; low, 11–15; medium, 16–20; high, 21–25; very high, 26–30.
Percentages express the score obtained relative to the maximum possible score.
Analysis by dimension showed that grammatical accuracy had the highest initial mean, at 3.00 out of
5, followed by interaction at 2.95 out of 5. Pronunciation and coherence each scored 2.80 out of 5, while
fluency scored 2.75 out of 5. Vocabulary had the lowest score, at 2.00 out of 5, equivalent to 40% of the
maximum possible score. This initial profile indicated a greater need for support in vocabulary range
and use, as well as continuity of speech. Although grammatical accuracy had the highest mean, its
score also indicated room for improvement within the scale used (see Table 5).
Table 5
Initial Performance by Dimension
Dimension
Mean /5
% of maximum
Fluency
2.75
55.00
Pronunciation
2.80
56.00
Vocabulary
2.00
40.00
Grammatical accuracy
3.00
60.00
Coherence
2.80
56.00
Interaction
2.95
59.00
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Results of PBL Implementation
The English for Change project assessment considered five criteria related to planning and
collaboration, speaking performance, linguistic resources, social content, and audiovisual product
quality. Each criterion was scored out of two points, for a maximum total of ten. This rubric assessed
project performance as evidence complementary to the speaking assessments.
Project scores ranged from 6.00 to 9.50 out of 10, with a mean of 8.18, equivalent to 81.75% of the
maximum possible score, and a standard deviation of 0.83. Sixteen participants, representing 80% of
the group, scored at least eight points. E3 achieved the highest score, at 9.50 out of 10, while E2 had the
lowest score, at 6.00 out of 10. The distribution showed differences in performance during project
development, making it useful to examine the criteria separately to identify each participant’s
strengths and support needs (see table 6).
Table 6
Individual PBL Project Rubric Results
ID C1 C2 C3 C4 C5 Total /10
E1 2.00 1.50 1.50 1.50 1.50 8.00
E2 1.00 1.50 1.50 1.00 1.00 6.00
E3 2.00 2.00 1.50 2.00 2.00 9.50
E4 2.00 1.50 1.50 1.50 2.00 8.50
E5 2.00 1.50 1.50 2.00 2.00 9.00
E6 2.00 1.50 1.00 1.00 1.50 7.00
E7 1.50 2.00 1.50 2.00 1.50 8.50
E8 2.00 1.00 2.00 2.00 1.50 8.50
E9 2.00 2.00 2.00 2.00 1.00 9.00
E10 1.50 1.50 1.50 1.50 1.50 7.50
E11 1.50 1.00 2.00 1.00 1.50 7.00
E12 1.50 1.50 2.00 2.00 1.50 8.50
E13 1.50 1.50 2.00 1.50 1.50 8.00
E14 2.00 1.50 1.50 2.00 2.00 9.00
E15 1.50 2.00 2.00 1.50 2.00 9.00
E16 1.50 2.00 2.00 1.50 1.00 8.00
E17 1.50 1.50 2.00 1.50 1.50 8.00
E18 2.00 1.00 1.50 2.00 2.00 8.50
E19 2.00 2.00 1.50 1.00 1.50 8.00
E20 1.50 1.50 1.50 2.00 1.50 8.00
Note. C1 = planning and collaboration; C2 = fluency, pronunciation, and interaction; C3 = vocabulary, grammar, and coherence; C4 = content
and social impact; C5 = video quality and reflection. Each criterion was scored out of two points.
Planning and collaboration was the highest-rated criterion, with a mean of 1.73 out of 2, equivalent to
86.25% of the maximum possible score. Ten students (50%) were rated excellent, nine (45%) good, and
one (5%) developing. For vocabulary, grammar, and coherence, the mean was 1.68 out of 2: eight
participants (40%) were rated excellent, eleven (55%) good, and one (5%) developing (see Table 7).
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Table 7
Group Performance by PBL Project Criterion
Criterion Mean /2
% of
maximum
Excellent n
(%)
Good n (%)
Developing n
(%)
Planning and
collaboration
1.73 86.25 10 (50.00%) 9 (45.00%) 1 (5.00%)
Fluency, pronunciation,
and interaction
1.58 78.75 6 (30.00%) 11 (55.00%) 3 (15.00%)
Vocabulary, grammar,
and coherence
1.68 83.75 8 (40.00%) 11 (55.00%) 1 (5.00%)
Content and social
impact
1.63 81.25 9 (45.00%) 7 (35.00%) 4 (20.00%)
Video quality and
reflection
1.58 78.75 6 (30.00%) 11 (55.00%) 3 (15.00%)
Note. Excellent = 2 points; good = 1.5; developing = 1; beginning = 0.5. No participant was rated at the beginning level.
Performance varied among participants in the criteria of content and social impact and video quality
and reflection. In each criterion, one student was rated as developing. These ratings indicate areas
requiring further support in substantiating the message, audiovisual production, and reflection on
learning. The “content and social impact” criterion reflects the assessment of the message and
proposed actions; it does not measure the campaign’s actual effect on its audience.
Posttest Results
The final assessment yielded scores ranging from 14 to 28 out of 30, with a mean of 21.20, equivalent
to 70.67% of the maximum possible score, and a standard deviation of 3.29. Ten students (50%) were
in the high category, eight (40%) in the medium category, one (5%) in the very high category, and one
(5%) in the low category. No participant was in the very low category. E3 achieved the highest final
score, at 28 out of 30 (see Table 8).
Table 8
Individual Posttest Results
Student Score /30 % of maximum Level
E1 24 80.00 High
E2 20 66.67 Medium
E3 28 93.33 Very high
E4 20 66.67 Medium
E5 20 66.67 Medium
E6 25 83.33 High
E7 16 53.33 Medium
E8 23 76.67 High
E9 24 80.00 High
E10 24 80.00 High
E11 18 60.00 Medium
E12 23 76.67 High
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E13 14 46.67 Low
E14 23 76.67 High
E15 21 70.00 High
E16 18 60.00 Medium
E17 19 63.33 Medium
E18 22 73.33 High
E19 22 73.33 High
E20 20 66.67 Medium
Mean 21.20 70.67 High
Among the assessed dimensions, interaction had the highest final mean score of 3.90 out of 5, followed
by grammatical accuracy, with a mean score of 3.85 out of 5. Fluency scored 3.70 out of 5 and
pronunciation 3.55 out of 5, while coherence scored 3.35 out of 5. Vocabulary had the lowest final mean,
at 2.85 out of 5, equivalent to 57% of the maximum possible score. This profile showed stronger
performance in communicative participation and the use of grammatical structures, while also
indicating that expanding lexical resources and organizing speech remained areas for improvement
(see Table 9).
Table 9
Final Performance by Dimension
Dimension
Mean /5
% of maximum
Fluency
3.70
74.00
Pronunciation
3.55
71.00
Vocabulary
2.85
57.00
Grammatical accuracy
3.85
77.00
Coherence
3.35
67.00
Interaction
3.90
78.00
Pretest–Posttest Comparison
Pretest–posttest scores increased for all 20 participants. Seventeen students (85%) moved to a higher
performance category, while three (15%) increased their scores without changing categories. The group
mean rose from 16.30 to 21.20 out of 30, a difference of 4.90 points and a relative increase of 30.06%.
Expressed relative to the maximum test score, the mean increased from 54.33% to 70.67%, representing
a difference of 16.33 percentage points. These indicators show the magnitude of change across the
group and complement the individual results in Table 10.
Table 10
Individual Changes Between the Two Assessments
ID Pretest /30 Posttest /30 Difference Increase% Change in level
E1 20 24 4 20.00
Medium → High
E2 14 20 6 42.86 Low → Medium
E3 23 28 5 21.74
High → Very high
E4 15 20 5 33.33 Low → Medium
E5 16 20 4 25.00 Medium → Medium
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E6 19 25 6 31.58
Medium → High
E7 13 16 3 23.08 Low → Medium
E8 19 23 4 21.05 Medium → High
E9 17 24 7 41.18
Medium → High
E10 20 24 4 20.00 Medium → High
E11 14 18 4 28.57
Low → Medium
E12 18 23 5 27.78 Medium → High
E13 12 14 2 16.67 Low → Low
E14 18 23 5 27.78
Medium → High
E15 15 21 6 40.00 Low → High
E16 13 18 5 38.46 Low → Medium
E17 13 19 6 46.15
Low → Medium
E18 15 22 7 46.67 Low → High
E19 16 22 6 37.50
Medium → High
E20 16 20 4 25.00 Medium → Medium
Mean 16.30 21.20 4.90 30.06 Medium
→
High
Note. Relative increase = [(posttest − pretest) / pretest] × 100. The percentage reported for the mean represents the change in the group mean.
The largest gains across dimensions were observed in fluency and interaction, each increasing by 0.95
points. Vocabulary and grammatical accuracy increased by 0.85 points, while pronunciation showed a
difference of 0.75 points. Coherence had the smallest gain, at 0.55 points, rising from 2.80 to 3.35 out of
5 (see Table 11).
Table 11
Comparison of Means by Dimension
Dimension
Pretest /5
Posttest /5
Difference
Fluency
2.75
3.70
0.95
Pronunciation
2.80
3.55
0.75
Vocabulary
2.00
2.85
0.85
Grammatical accuracy
3.00
3.85
0.85
Coherence
2.80
3.35
0.55
Interaction
2.95
3.90
0.95
4. Discussion
The pretest–posttest comparison showed an increase in speaking scores across the 20 B1-level records.
The mean rose from 16.30 to 21.20 out of 30, a difference of 4.90 points and a relative increase of 30.06%.
All 20 participants increased their scores, although only 17 (85%) moved to a higher performance
category. This pattern can be discussed within the pedagogical framework of Flórez (2024) as well as
Ruiz and Ortega-Sánchez (2022), who emphasize active participation and the application of knowledge
in PBL. The comparison describes a favorable trend but does not allow it to be attributed exclusively
to the strategy.
The pretest showed that vocabulary was the group’s main area of need, with a mean of 2.00 out of
5, followed by fluency at 2.75 out of 5. In addition, 45% of participants were in the low category and
50% in the medium category, meaning that initial performance was concentrated in categories
requiring support. This initial profile highlights the relationship between the intervention design and
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the oral communication difficulties discussed by Ortiz (2024). The vocabulary bank, language support,
and rehearsals can therefore be regarded as relevant components for addressing specific needs, rather
than assuming that all dimensions required the same type of intervention.
Fluency and interaction showed the largest gains, at 0.95 points each. Fluency rose from 2.75 to 3.70
out of 5, while interaction increased from 2.95 to 3.90 out of 5 and achieved the highest final mean.
Pedagogically, these components relate to the sustained practice, peer exchanges, and responses to
spontaneous questions included in English for Change. Cifuentes et al. (2025) provide a reference point
for the use of podcasts and mini vlogs to develop oral production. The similarity lies in the use of
audiovisual resources for communicative purposes; it does not establish equivalence between the
study designs or the magnitude of their results.
Vocabulary and grammatical accuracy each increased by 0.85 points: vocabulary rose from 2.00 to
2.85 out of 5, and grammatical accuracy from 3.00 to 3.85 out of 5. However, vocabulary retained the
lowest final mean, showing that a score increase does not mean that an initial need has been resolved.
Romo-Padilla et al. (2023) and Reyna (2023) provide background on the potential of digital tools in
learning. In the intervention, searching for information, selecting expressions, and developing scripts
linked these resources to specific language tasks. The final profile suggests maintaining vocabulary
work and encouraging its use in less rehearsed situations.
Pronunciation increased from 2.80 to 3.55 out of 5, a difference of 0.75 points, while coherence rose
from 2.80 to 3.35 out of 5 and showed the smallest gain, at 0.55 points. Overall improvement was
therefore accompanied by gains of different magnitudes and should not be interpreted as uniform
development of speaking skills. Although scriptwriting and message revision formed part of the
intervention, discourse organization remained an area for improvement. In instructional planning,
These findings support the incorporation of more targeted activities focused on sequencing ideas,
using linking expressions, and developing coherent messages, without assuming that video
production alone addresses every skill.
The project assessment yielded a mean of 8.18 out of 10, equivalent to 81.75% of the maximum possible
score before rounding, and 16 participants (80%) scored at least eight points. Planning and collaboration
was the highest-rated criterion, with a mean of 1.73 out of 2; ten students (50%) were rated excellent, nine
(45%) good, and one (5%) developing. Hurtado et al. (2025) along with Al-Abdullatif and Gameil (2021)
provide reference points for examining work organization and technology integration in PBL. Ramírez
et al. (2025) and Ordoñez et al. (2025) also help contextualize its participatory dimension, although their
settings are not directly equivalent to learning English speaking skills.
Individual differences help distinguish the project assessment from the speaking assessments. E3
scored 9.50 out of 10 on the project and 28 out of 30 on the posttest, while E4 scored 8.50 out of 10 on the
project and finished with 20 out of 30 in speaking, within the medium category. E2 scored 6.00 out of 10
on the project and increased from 14 to 20 points between assessments, equivalent to 42.86%. These
examples show that a score for a collaborative product and a change in speaking performance represent
different aspects. The former incorporates planning, content, and audiovisual quality; it should therefore
neither be interpreted as an equivalent measure nor added to speaking scores.
The integration of technology and pedagogical guidance is central to interpreting the intervention.
Solís-Franco et al. (2025) and Añapa et al. (2025) provide background for discussing the integration of
digital resources and communicative activities. English for Change includes research, scriptwriting,
rehearsals, and presentations, incorporating technology into a sequence of activities with linguistic
objectives.
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5. Conclusions
The initial assessment yielded a mean of 16.30 out of 30, with 95% of participants concentrated in the
low and medium categories. Vocabulary had the lowest mean, at 2.00 out of 5, followed by fluency at
2.75 out of 5. These findings helped identify the areas requiring greater attention and informed
instructional planning aimed at expanding lexical resources and strengthening continuity in oral
production.
The English for Change intervention integrated PBL with digital tools through research,
scriptwriting, rehearsals, and audiovisual production, involving five teams of four students. The
project assessment yielded a mean score of 8.18 out of 10. Planning and collaboration emerged as the
strongest criterion, with a mean score of 1.73 out of 2, while 50% of participants achieved an excellent
rating in this dimension. This assessment complemented the speaking tests by incorporating the work
process and the characteristics of the audiovisual product.
The final comparison showed a mean of 21.20 out of 30, a gain of 4.90 points and a relative increase
of 30.06%. All 20 participants showed improvements in their scores, while 17 students (85%) advanced
to a higher performance category. The largest gains were in fluency and interaction (0.95 points each),
while coherence showed the smallest increase (0.55 points).
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Transparency
Conflicto de interés
Las autoras declaran que no existen conflictos de interés de naturaleza alguna como parte de la
presente investigación.
Fuente de financiamiento
Las autoras financiaron completamente la investigación.
Contribución de autoría
Adriana Gabriela Flores Escobar: Conceptualización, metodología, software, validación, análisis
formal, investigación, gestión de datos, visualización, redacción - preparación del borrador original,
redacción - revisión y edición, financiamiento, recursos.
Mónica Noemí Cadena Figueroa: Conceptualización, metodología, software, validación, análisis
formal, investigación, redacción - revisión y edición, financiamiento, administración del proyecto,
recursos, supervisión.
Las autoras contribuyeron activamente en el análisis de los resultados, revisión y aprobación del
manuscrito final.