Enhancing Communicative Competence through Project-Based Learning in Spanish as a Foreign Language: A Design-Based Study in Primary Education

Gonzalez EC

Published on: 2026-04-14

Abstract

This study provides an in-depth analysis of the design, theoretical foundation, and implementation of a Spanish as a Foreign Language (SFL) teaching program based on Project-Based Learning (PBL) in an international primary education context. The proposal, entitled “A Journey through Spain in 10 Stages,” is aimed at American students aged 12 to 13 with an A1 level according to the Common European Framework of Reference for Languages (CEFR).

From a qualitative design-based research approach, the study integrates the principles of communicative language teaching, sociocultural constructivism, and gamification to promote meaningful and contextualised learning. It provides a detailed description of the instructional design, including objectives, contents, sequencing, methodology, assessment, and digital resources, and examines its impact on key variables such as motivation, participation, and communicative competence. The results show a significant improvement in student engagement and in the functional use of the language, particularly in basic oral interaction. Furthermore, the study highlights the value of PBL as a tool for integrating language and culture in authentic educational contexts.

This research contributes to the field of Spanish as a Foreign Language by offering a replicable and transferable model for other international educational settings.