Project-Based Learning and English Language Speaking Skills with Students of a Higher Technological Institution

Lucía Elizabeth Vallejo Paspuel; Marcia Iliana Criollo Vargas

doi:10.53358/e1mbdq85

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Published: 2026-06-30

DOI: https://doi.org/10.53358/e1mbdq85

Keywords:

educational projects, language skills, learning processes, teaching methods

Vallejo Paspuel, L.

Universidad Nacional de Loja

Criollo Vargas, M.

Universidad Nacional de Loja

Abstract

Developing speaking skills is the main objective of the English language, but the biggest challenge. Mostly, English classes are based on teacher-centered methods, so students are involved in language contexts. In this regard, this study aims to analyze the relationship between Project-based Learning (PBL) and English language speaking skills with students of 4th level in a higher technological institution from November 2025 to April 2026. To do so, the literature was studied to deeply understand the Projectbased Learning teaching method, and some studies concerning this topic. Regarding the intervention, students worked during four months on a project, integrating English and other subjects’ knowledge. At the end of this academic period, a satisfaction questionnaire and an oral exam were administered. This study was based on the quantitative approach. The results show a good level of satisfaction and a satisfactory spoken English level, so it was found that there is a relationship between the two variables, but it is not strong. To conclude, there is a statistically significant relationship between students’ satisfaction with PBL and English language speaking level, but not enough to indicate that student satisfaction is the absolute factor related to the level of oral skills.

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Issue

Vol. 12 No. 23 (2026): Revista Ecos de la Academia

Section

Artículos sobre Innovación Educativa

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Author Biographies

Vallejo Paspuel, L., Universidad Nacional de Loja

Holds a degree in English major by Universidad Técnica del Norte. Her professional career has focused on teaching English as a foreign language to young adult learners. She has also worked in secondary education. Mainly, her experience is in project management and teaching. Currently, she has finished her master’s studies at the National University of Loja, where she studied the Master’s Degree in Education majored in higher education teaching. She has contributed as a peer reviewer for some research jobs related to education. She has also collaborated on the development of teaching guides and virtual courses at Golden Training Center, where she now works as an English instructor and pedagogical coordinator.

Criollo Vargas, M., Universidad Nacional de Loja

Marcia Iliana Criollo Vargas holds a PhD in Education from the University of the Basque Country, Spain. She has extensive postgraduate training, including Master's degrees in Teaching and Socio-educational Research, and in Educational Administration. She also holds a Postgraduate Diploma in the Use of Technology and its Application in Teaching from the National University of Loja, and a Master's degree in Pedagogy of English as a Foreign Language from the International University of La Rioja (UNIR). Her academic and professional career has focused on research, pedagogical innovation, and teacher training in contexts of educational transformation. Currently, she serves as Director of the Master's Program in Educational Management and teaches in the Pedagogy of National and Foreign Languages program, as well as in the Master's Program in Pedagogy of English as a Foreign Language at the National University of Loja. She has participated as a speaker at national and international conferences, and has published scientific articles in the field of education, the teaching of English as a foreign language and the area of educational leadership and administration.

How to Cite

Vallejo Paspuel, L. E., & Criollo Vargas, M. I. (2026). Project-Based Learning and English Language Speaking Skills with Students of a Higher Technological Institution. Revista Ecos De La Academia, 12(23), 1-20. https://doi.org/10.53358/e1mbdq85

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