I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.139
https://doi.org/10.63636/rciid.v5i1.67
The Effectiveness of Project-Based Learning to Promote
Intercultural Awareness and English Language Fluency in Sixth-
Grade Students at La Trinidad de Moravia School, First Quarter
2026
La efectividad del aprendizaje basado en proyectos para promover la conciencia
intercultural y la fluidez en inglés en estudiantes de sexto grado de la Escuela La Trinidad de
Moravia, primer cuatrimestre 2026
Natalia Kristina Castillo Jiménez
ncastilloj@hotmail.com
https://orcid.org/0009-0003-6654-0245
Universidad Hispanoamericana
Costa Rica
Artículo recibido: 10 marzo 2026-Aceptado para publicación: 23 abril 2026
Conflictos de intereses: Ninguno que declarar
ABSTRACT
In most public schools in Costa Rica, students do not have enough opportunities to practice English in
meaningful contexts. At La Trinidad School in Moravia, sixth-grade students show limitations in
expressing themselves confidently in English, and this is exacerbated by the high cultural diversity of
the classrooms. The main purpose of this research is to determine the Effectiveness of Project-Based
Learning to Promote Intercultural Awareness and English Language Fluency in Sixth-Grade Students
at La Trinidad de Moravia School, First Quarter 2026. This research employs a mixed-methods design
involving 32 sixth-grade students. Data was collected using diagnostic questionnaires, observation
checklists, reflective instruments, and pre- and post-tests, before and after the implementation of
intercultural PBL activities. During the implementation of the project, the students worked
collaboratively on projects that promote interculturality and in which they were able to explore
traditions, cultural themes and personal experiences while using the English language to communicate.
The results are intended to reflect the students' progress in improving their confidence when speaking
English, being able to communicate with fewer pauses, and interacting respectfully and empathetically
with classmates from different cultural backgrounds. The study concludes that PBL is a powerful tool
for transforming English lessons into meaningful learning experiences that strengthen fluency and foster
intercultural awareness and respect for others.
Keywords: PBL, intercultural awareness, fluency
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.140
RESUMEN
En la mayoría de las escuelas públicas de Costa Rica, los estudiantes no tienen suficientes oportunidades
para practicar inglés en contextos significativos. En la Escuela La Trinidad de Moravia, los alumnos de
sexto grado muestran dificultades para expresarse con confianza en inglés, situación que se agrava por
la alta diversidad cultural de las aulas. El objetivo principal de esta investigación es determinar la
efectividad del aprendizaje basado en proyectos para promover la conciencia intercultural y la fluidez
en inglés en los alumnos de sexto grado de la Escuela La Trinidad de Moravia, durante el primer
trimestre de 2026. Esta investigación emplea un diseño de métodos mixtos con la participación de 32
alumnos de sexto grado. Los datos se recopilaron mediante cuestionarios diagnósticos, listas de
observación, instrumentos de reflexión y pruebas previas y posteriores a la implementación de las
actividades de aprendizaje basado en proyectos interculturales. Durante la implementación del proyecto,
los alumnos trabajaron en colaboración en proyectos que promueven la interculturalidad y en los que
pudieron explorar tradiciones, temas culturales y experiencias personales utilizando el inglés para
comunicarse. Los resultados pretenden reflejar el progreso de los estudiantes en la mejora de su
confianza al hablar inglés, su capacidad para comunicarse con menos pausas y su interacción respetuosa
y empática con compañeros de diferentes orígenes culturales. El estudio concluye que el ABP es una
herramienta poderosa para transformar las clases de inglés en experiencias de aprendizaje significativas
que fortalecen la fluidez y fomentan la conciencia intercultural y el respeto por los demás.
Palabras clave: ABP, conciencia intercultural, fluidez
Correspondencia: ncastilloj@hotmail.com
Conflictos de Interés: Ninguna que declarar
Todo el contenido de I+D Internacional - Revista Científica y Académica, publicados en este sitio están disponibles bajo
Licencia Creative Commons
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.140
RESUMEN
En la mayoría de las escuelas públicas de Costa Rica, los estudiantes no tienen suficientes oportunidades
para practicar inglés en contextos significativos. En la Escuela La Trinidad de Moravia, los alumnos de
sexto grado muestran dificultades para expresarse con confianza en inglés, situación que se agrava por
la alta diversidad cultural de las aulas. El objetivo principal de esta investigación es determinar la
efectividad del aprendizaje basado en proyectos para promover la conciencia intercultural y la fluidez
en inglés en los alumnos de sexto grado de la Escuela La Trinidad de Moravia, durante el primer
trimestre de 2026. Esta investigación emplea un diseño de métodos mixtos con la participación de 32
alumnos de sexto grado. Los datos se recopilaron mediante cuestionarios diagnósticos, listas de
observación, instrumentos de reflexión y pruebas previas y posteriores a la implementación de las
actividades de aprendizaje basado en proyectos interculturales. Durante la implementación del proyecto,
los alumnos trabajaron en colaboración en proyectos que promueven la interculturalidad y en los que
pudieron explorar tradiciones, temas culturales y experiencias personales utilizando el inglés para
comunicarse. Los resultados pretenden reflejar el progreso de los estudiantes en la mejora de su
confianza al hablar inglés, su capacidad para comunicarse con menos pausas y su interacción respetuosa
y empática con compañeros de diferentes orígenes culturales. El estudio concluye que el ABP es una
herramienta poderosa para transformar las clases de inglés en experiencias de aprendizaje significativas
que fortalecen la fluidez y fomentan la conciencia intercultural y el respeto por los demás.
Palabras clave: ABP, conciencia intercultural, fluidez
Correspondencia: ncastilloj@hotmail.com
Conflictos de Interés: Ninguna que declarar
Todo el contenido de I+D Internacional - Revista Científica y Académica, publicados en este sitio están disponibles bajo
Licencia Creative Commons
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.141
INTRODUCTION
Nowadays, people are more connected than ever all over the world. As an example, a message sent in
San José, Costa Rica can be read in Tokyo within seconds, or a child in Nicaragua can listen to the same
music as someone in London or Missouri. And yet, in the classroom, many children still struggle to find
their voice, especially when it comes to speaking English as a second language. At La Trinidad de
Moravia School, this reality is alive and visible every single day. Sixth-grade students, full of energy
and curiosity, face the challenge of expressing themselves in English, and sometimes even in Spanish,
which is their mother tongue, with confidence. Some remain quiet not because they don’t want to
participate, but because they are afraid of being ashamed for their accent, their mistakes, or simply
because their culture is different.
This research project, The Effectiveness of Project-Based Learning to Promote Intercultural Awareness
and English Language Fluency in Sixth-Grade Students at La Trinidad de Moravia School, First
Quarter 2026, was born from that need: to give these students a voice, to make them participate and let
them express their ideas sharing also their valuable cultural background. It aims to use Project-Based
Learning (PBL) as a bridge between cultures, languages, and, most importantly, between students
themselves. The hope is that English stops being just another subject and instead becomes a living tool,
to help children connect, create, and understand both themselves and others.
The importance of this project is the ability to combine language and culture to benefit students from
different cultures. In Costa Rica, English lessons in public schools are not enough to make students
bilingual. Sometimes, teachers just focus on memorizing grammar rules, practicing isolated vocabulary
lists, or repeating short dialogues that are given in the planning. But the richness of culture, values,
stories, are not included. As Byram (1997) said, you can’t really separate language from culture, because
one gives meaning to the other.
Intercultural awareness is now a basic skill for life. Deardorff (2006) explains that intercultural
competence means having the knowledge, attitudes, and abilities to engage respectfully with people
from different backgrounds. At La Trinidad de Moravia is common to see in a classroom a child that
comes from Nicaragua, another from Venezuela, and another from Costa Rica, it would be very
enriching to take advantage of this cultural variety that exists where these students can also share their
traditions. If their diversity is ignored, this can become a source of insecurity, isolation, and limited
classroom interaction while learning English. But if it is embraced, it turns into an opportunity for
learning to listen, to value, and to collaborate with others.
Previous research has shown that PBL helps students go beyond memorization. Thomas (2000)
described it as an approach that gives students real-world tasks, where they solve problems, ask
questions, and create together. Beckett and Slater (2020) showed that in language classrooms, this kind
of work turns English into a living language, students use it because they need it. Araya Rodríguez
(2017) found that creative, cooperative approaches helped sixth graders in Costa Rica improve their oral
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.141
INTRODUCTION
Nowadays, people are more connected than ever all over the world. As an example, a message sent in
San José, Costa Rica can be read in Tokyo within seconds, or a child in Nicaragua can listen to the same
music as someone in London or Missouri. And yet, in the classroom, many children still struggle to find
their voice, especially when it comes to speaking English as a second language. At La Trinidad de
Moravia School, this reality is alive and visible every single day. Sixth-grade students, full of energy
and curiosity, face the challenge of expressing themselves in English, and sometimes even in Spanish,
which is their mother tongue, with confidence. Some remain quiet not because they don’t want to
participate, but because they are afraid of being ashamed for their accent, their mistakes, or simply
because their culture is different.
This research project, The Effectiveness of Project-Based Learning to Promote Intercultural Awareness
and English Language Fluency in Sixth-Grade Students at La Trinidad de Moravia School, First
Quarter 2026, was born from that need: to give these students a voice, to make them participate and let
them express their ideas sharing also their valuable cultural background. It aims to use Project-Based
Learning (PBL) as a bridge between cultures, languages, and, most importantly, between students
themselves. The hope is that English stops being just another subject and instead becomes a living tool,
to help children connect, create, and understand both themselves and others.
The importance of this project is the ability to combine language and culture to benefit students from
different cultures. In Costa Rica, English lessons in public schools are not enough to make students
bilingual. Sometimes, teachers just focus on memorizing grammar rules, practicing isolated vocabulary
lists, or repeating short dialogues that are given in the planning. But the richness of culture, values,
stories, are not included. As Byram (1997) said, you can’t really separate language from culture, because
one gives meaning to the other.
Intercultural awareness is now a basic skill for life. Deardorff (2006) explains that intercultural
competence means having the knowledge, attitudes, and abilities to engage respectfully with people
from different backgrounds. At La Trinidad de Moravia is common to see in a classroom a child that
comes from Nicaragua, another from Venezuela, and another from Costa Rica, it would be very
enriching to take advantage of this cultural variety that exists where these students can also share their
traditions. If their diversity is ignored, this can become a source of insecurity, isolation, and limited
classroom interaction while learning English. But if it is embraced, it turns into an opportunity for
learning to listen, to value, and to collaborate with others.
Previous research has shown that PBL helps students go beyond memorization. Thomas (2000)
described it as an approach that gives students real-world tasks, where they solve problems, ask
questions, and create together. Beckett and Slater (2020) showed that in language classrooms, this kind
of work turns English into a living language, students use it because they need it. Araya Rodríguez
(2017) found that creative, cooperative approaches helped sixth graders in Costa Rica improve their oral
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.142
communication. Vesterås (2021), working in Norway, showed that teachers who integrated intercultural
competence into their English lessons helped students develop tolerance and respect. And Rakovskaya
(2019) observed how cultural diversity, when used as a resource in schools, fostered openness and
empathy among children. All of these studies indicate a consistent outcome: when culture and language
come together in an educational setting, the learning experience becomes more impactful.
At La Trinidad de Moravia School, English is taught only three lessons a week. Sometimes even less
because schedules change or special activities take priority. This makes English feel like a fragmented
subject. This school also has many immigrants or children of immigrant families, accents vary and
traditions are different. Some students feel ashamed or afraid to speak, and this prevents them from
practicing. But considering this an advantage, they are living examples of cultural diversity that enrich
every lesson.
This study focuses on building mental and emotional habits that students will continue to need
throughout their lives. If a group of sixth graders learn to express their culture in English and to value
diversity instead of rejecting it, imagine the impact this could have later in high school, college, or even
in the workplace. Definitely this are powerful life lessons that shape confident, empathetic, and open-
minded individuals. As Deardorff (2006) argues, intercultural competence is a lifelong journey, one that
prepares people to grow, adapt, and thrive in diverse environments. All students should be proud of who
they are, and where they come from.
METHODOLOGY
This study was conducted using a mixed-methods approach, integrating both quantitative and qualitative
data to provide a comprehensive understanding of the effectiveness of Project-Based Learning (PBL) in
promoting intercultural awareness and English language fluency among sixth-grade students. The
quantitative component allowed for the measurement of students’ progress, while the qualitative
component provided deeper insight into their experiences, perceptions, and interactions.
In terms of its purpose, this research is classified as applied, as it seeks to address a real educational
problem within a specific classroom context and propose a practical pedagogical solution. Regarding its
scope, the study is descriptive, since it aims to analyze and describe the effects of the implementation
of PBL on students’ fluency and intercultural awareness.
The research design is non-experimental and observational, as the variables were not manipulated but
observed within their natural educational environment. Additionally, the study follows a transversal
(cross-sectional) design, since the data were collected during a specific period of time, namely the first
academic quarter of 2026. The study also incorporates a constructivist perspective, as learning is
understood as an active process in which students construct knowledge through interaction,
collaboration, and meaningful experiences.
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.142
communication. Vesterås (2021), working in Norway, showed that teachers who integrated intercultural
competence into their English lessons helped students develop tolerance and respect. And Rakovskaya
(2019) observed how cultural diversity, when used as a resource in schools, fostered openness and
empathy among children. All of these studies indicate a consistent outcome: when culture and language
come together in an educational setting, the learning experience becomes more impactful.
At La Trinidad de Moravia School, English is taught only three lessons a week. Sometimes even less
because schedules change or special activities take priority. This makes English feel like a fragmented
subject. This school also has many immigrants or children of immigrant families, accents vary and
traditions are different. Some students feel ashamed or afraid to speak, and this prevents them from
practicing. But considering this an advantage, they are living examples of cultural diversity that enrich
every lesson.
This study focuses on building mental and emotional habits that students will continue to need
throughout their lives. If a group of sixth graders learn to express their culture in English and to value
diversity instead of rejecting it, imagine the impact this could have later in high school, college, or even
in the workplace. Definitely this are powerful life lessons that shape confident, empathetic, and open-
minded individuals. As Deardorff (2006) argues, intercultural competence is a lifelong journey, one that
prepares people to grow, adapt, and thrive in diverse environments. All students should be proud of who
they are, and where they come from.
METHODOLOGY
This study was conducted using a mixed-methods approach, integrating both quantitative and qualitative
data to provide a comprehensive understanding of the effectiveness of Project-Based Learning (PBL) in
promoting intercultural awareness and English language fluency among sixth-grade students. The
quantitative component allowed for the measurement of students’ progress, while the qualitative
component provided deeper insight into their experiences, perceptions, and interactions.
In terms of its purpose, this research is classified as applied, as it seeks to address a real educational
problem within a specific classroom context and propose a practical pedagogical solution. Regarding its
scope, the study is descriptive, since it aims to analyze and describe the effects of the implementation
of PBL on students’ fluency and intercultural awareness.
The research design is non-experimental and observational, as the variables were not manipulated but
observed within their natural educational environment. Additionally, the study follows a transversal
(cross-sectional) design, since the data were collected during a specific period of time, namely the first
academic quarter of 2026. The study also incorporates a constructivist perspective, as learning is
understood as an active process in which students construct knowledge through interaction,
collaboration, and meaningful experiences.
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.143
The population of the study consisted of students from La Trinidad de Moravia School, located in
Moravia, San José, Costa Rica. The sample was composed of 32 sixth-grade students, aged between 11
and 12 years old.
A non-probabilistic convenience sampling method was used, as the participants were selected based on
their accessibility and their enrollment in the researcher’s classroom. This group was characterized by a
culturally diverse composition, including students from different national backgrounds such as Costa
Rica, Nicaragua, Venezuela, and Panama, as well as varying levels of English proficiency.
In order to obtain valid, dependable, and comprehensive data, this research employed a mixed-methods
approach, combining quantitative and qualitative techniques. The use of multiple instruments allowed
for triangulation of data, which strengthens the credibility of the findings and provides a more complete
understanding of the effectiveness of Project-Based Learning (PBL) in promoting intercultural
awareness and English language fluency (Creswell, 2014; Hernández Sampieri et al., 2014). All
instruments were designed in direct alignment with the main objective and the specific objectives of the
study and were applied before, during, and after the implementation of the PBL intervention.
Observation was used as a qualitative technique to examine students’ English language fluency in
authentic classroom contexts. According to Hernández Sampieri et al. (2014), observation allows
researchers to systematically record behaviors and interactions as they naturally occur, making it
especially suitable for educational settings. In this study, two observation checklists were designed and
applied by the researcher: one prior to the PBL implementation and one after the intervention.
The observation checklists focused on three key dimensions of English language fluency: confidence
when speaking, being understood without excessive effort, and speaking with few pauses using the
language naturally. These dimensions are consistent with communicative approaches to language
learning, which emphasize natural interaction over mechanical accuracy (Richards, 2006). Each
checklist included specific indicators marked as “Observed” or “Not Observed,” ensuring consistency
and objectivity in data collection. An additional comments section was included to record relevant
qualitative observations that supported interpretation of results
Questionnaires were used as a quantitative technique to measure students’ perceptions and attitudes
regarding intercultural awareness and the effectiveness of PBL. Creswell (2014) states that
questionnaires are useful for collecting standardized data from multiple participants and for identifying
patterns that can be statistically analyzed.
Two closed-ended questionnaires were administered as a pre-test and post-test to assess students’
intercultural awareness. These instruments evaluated students’ ability to understand cultural differences,
respect others, and interact with individuals from different cultural backgrounds. The questionnaires
used a Likert-scale format, which facilitated comparison of results before and after the intervention and
allowed for measurement of attitudinal change over time (Hernández Sampieri et al., 2014)
Additionally, a Likert-scale questionnaire was applied at the end of the project to evaluate students’
perceptions of Project-Based Learning as a teaching strategy. This instrument assessed three areas: PBL
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.143
The population of the study consisted of students from La Trinidad de Moravia School, located in
Moravia, San José, Costa Rica. The sample was composed of 32 sixth-grade students, aged between 11
and 12 years old.
A non-probabilistic convenience sampling method was used, as the participants were selected based on
their accessibility and their enrollment in the researcher’s classroom. This group was characterized by a
culturally diverse composition, including students from different national backgrounds such as Costa
Rica, Nicaragua, Venezuela, and Panama, as well as varying levels of English proficiency.
In order to obtain valid, dependable, and comprehensive data, this research employed a mixed-methods
approach, combining quantitative and qualitative techniques. The use of multiple instruments allowed
for triangulation of data, which strengthens the credibility of the findings and provides a more complete
understanding of the effectiveness of Project-Based Learning (PBL) in promoting intercultural
awareness and English language fluency (Creswell, 2014; Hernández Sampieri et al., 2014). All
instruments were designed in direct alignment with the main objective and the specific objectives of the
study and were applied before, during, and after the implementation of the PBL intervention.
Observation was used as a qualitative technique to examine students’ English language fluency in
authentic classroom contexts. According to Hernández Sampieri et al. (2014), observation allows
researchers to systematically record behaviors and interactions as they naturally occur, making it
especially suitable for educational settings. In this study, two observation checklists were designed and
applied by the researcher: one prior to the PBL implementation and one after the intervention.
The observation checklists focused on three key dimensions of English language fluency: confidence
when speaking, being understood without excessive effort, and speaking with few pauses using the
language naturally. These dimensions are consistent with communicative approaches to language
learning, which emphasize natural interaction over mechanical accuracy (Richards, 2006). Each
checklist included specific indicators marked as “Observed” or “Not Observed,” ensuring consistency
and objectivity in data collection. An additional comments section was included to record relevant
qualitative observations that supported interpretation of results
Questionnaires were used as a quantitative technique to measure students’ perceptions and attitudes
regarding intercultural awareness and the effectiveness of PBL. Creswell (2014) states that
questionnaires are useful for collecting standardized data from multiple participants and for identifying
patterns that can be statistically analyzed.
Two closed-ended questionnaires were administered as a pre-test and post-test to assess students’
intercultural awareness. These instruments evaluated students’ ability to understand cultural differences,
respect others, and interact with individuals from different cultural backgrounds. The questionnaires
used a Likert-scale format, which facilitated comparison of results before and after the intervention and
allowed for measurement of attitudinal change over time (Hernández Sampieri et al., 2014)
Additionally, a Likert-scale questionnaire was applied at the end of the project to evaluate students’
perceptions of Project-Based Learning as a teaching strategy. This instrument assessed three areas: PBL
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.144
and intercultural awareness, PBL and English language fluency, and PBL as a learning strategy. Likert
scales are widely used in educational research to measure attitudes, perceptions, and levels of agreement
in a structured and quantifiable manner (Creswell, 2014).
To complement quantitative findings, reflective instruments were used to collect qualitative data related
to students’ learning experiences. A KWL (Know–Want to Learn–Learned) chart was implemented to
promote metacognitive reflection and to capture students’ perceptions of intercultural awareness before,
during, and after the project. According to Ogle (1986), KWL charts encourage learners to activate prior
knowledge, set learning goals, and reflect on new understanding, making them particularly effective in
educational research.
The combination of observation, questionnaires, and reflective instruments ensured a comprehensive
evaluation of the research variables. By applying these techniques at different stages of the study, it was
possible to measure changes in students’ intercultural awareness and English language fluency, as well
as to analyze students’ perceptions of Project-Based Learning as an effective instructional approach in
a culturally diverse sixth-grade classroom at La Trinidad de Moravia School.
All the instruments underwent a validation process in which five teachers evaluated their relevance and
clarity. Among their recommendations, they noted the following: it is important not to include student´s
name in order to keep their information confidential and guarantee the anonymity of the participants.
The instruments were approved and considered excellent. They agreed that the instruments used will
show both strengths and deficiencies among students which will help to obtain better results while
teaching. Statements are clear, simple, and culturally relevant for 11–12-year-olds, using accessible
language, reinforcing the impact of classroom projects by measuring progress in respect for and
appreciation of diversity, relevant to Costa Rican multicultural environments. They contain observable
and concrete criteria with a binary format that reduces evaluator subjectivity. They also promote
metacognitive reflection in a visual and flexible way, with guided examples that help students with low
reading/writing fluency. The K-W-L structure captures progress (prior knowledge, curiosity, learning),
integrating qualitative data. These instruments form a robust triangulated (quantitative, qualitative,
observational) set for this study.
The research was conducted over an 8-week period during the first quarter of 2026. The procedure
followed four main phases:
1. Diagnostic Phase: Application of the pre-test questionnaire and initial observation checklist to
determine students’ baseline levels of fluency and intercultural awareness.
2. Intervention Phase: Implementation of Project-Based Learning activities focused on
intercultural themes. Students worked collaboratively on projects involving cultural
exploration, presentations, and peer interaction using English as the main communication tool.
3. Monitoring Phase: Continuous observation and data collection throughout the intervention,
including the use of reflective instruments such as KWL charts.
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.144
and intercultural awareness, PBL and English language fluency, and PBL as a learning strategy. Likert
scales are widely used in educational research to measure attitudes, perceptions, and levels of agreement
in a structured and quantifiable manner (Creswell, 2014).
To complement quantitative findings, reflective instruments were used to collect qualitative data related
to students’ learning experiences. A KWL (Know–Want to Learn–Learned) chart was implemented to
promote metacognitive reflection and to capture students’ perceptions of intercultural awareness before,
during, and after the project. According to Ogle (1986), KWL charts encourage learners to activate prior
knowledge, set learning goals, and reflect on new understanding, making them particularly effective in
educational research.
The combination of observation, questionnaires, and reflective instruments ensured a comprehensive
evaluation of the research variables. By applying these techniques at different stages of the study, it was
possible to measure changes in students’ intercultural awareness and English language fluency, as well
as to analyze students’ perceptions of Project-Based Learning as an effective instructional approach in
a culturally diverse sixth-grade classroom at La Trinidad de Moravia School.
All the instruments underwent a validation process in which five teachers evaluated their relevance and
clarity. Among their recommendations, they noted the following: it is important not to include student´s
name in order to keep their information confidential and guarantee the anonymity of the participants.
The instruments were approved and considered excellent. They agreed that the instruments used will
show both strengths and deficiencies among students which will help to obtain better results while
teaching. Statements are clear, simple, and culturally relevant for 11–12-year-olds, using accessible
language, reinforcing the impact of classroom projects by measuring progress in respect for and
appreciation of diversity, relevant to Costa Rican multicultural environments. They contain observable
and concrete criteria with a binary format that reduces evaluator subjectivity. They also promote
metacognitive reflection in a visual and flexible way, with guided examples that help students with low
reading/writing fluency. The K-W-L structure captures progress (prior knowledge, curiosity, learning),
integrating qualitative data. These instruments form a robust triangulated (quantitative, qualitative,
observational) set for this study.
The research was conducted over an 8-week period during the first quarter of 2026. The procedure
followed four main phases:
1. Diagnostic Phase: Application of the pre-test questionnaire and initial observation checklist to
determine students’ baseline levels of fluency and intercultural awareness.
2. Intervention Phase: Implementation of Project-Based Learning activities focused on
intercultural themes. Students worked collaboratively on projects involving cultural
exploration, presentations, and peer interaction using English as the main communication tool.
3. Monitoring Phase: Continuous observation and data collection throughout the intervention,
including the use of reflective instruments such as KWL charts.
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.145
4. Evaluation Phase: Application of post-test instruments and final observation checklist to
measure progress and compare results with initial data.
This study followed fundamental ethical principles in educational research. Participation was voluntary,
and students’ confidentiality and anonymity were guaranteed throughout the process. Data were used
exclusively for academic purposes. Additionally, the research respected students’ cultural backgrounds,
promoting an inclusive and respectful learning environment.
One of the main limitations of this study was the limited number of English lessons per week (three
lessons), which reduced the exposure time to the intervention. Additionally, occasional interruptions
due to school activities affected the continuity of the implementation. Another limitation was the
variability in students’ motivation and participation levels, which may have influenced the results.
RESULTS AND DISCUSSION
This section presents the main findings derived from the implementation of Project-Based Learning
(PBL) activities aimed at promoting intercultural awareness and English language fluency among sixth-
grade students. The results are organized according to the research variables and instruments applied,
maintaining a logical sequence that allows for a clear interpretation and discussion of the outcomes.
Improvement in English Language Fluency
The analysis of the observation checklists (pre-and post-intervention) revealed a notable improvement
in students’ oral fluency. At the beginning of the study, most students demonstrated hesitation when
speaking, frequent pauses, and low confidence in expressing their ideas in English. Participation was
limited, and several students avoided speaking during class activities.
After the implementation of PBL activities, a significant increase in oral participation and confidence
was observed. Students were more willing to engage in conversations, express opinions, and present
their ideas in front of their peers. The frequency of pauses decreased, and their speech became more
fluid and natural. Additionally, students showed greater ability to communicate meaning even when
making grammatical errors, prioritizing communication over accuracy.
These findings align with Jack C. Richards (2006), who emphasizes that fluency involves the ability to
produce language smoothly and with fewer interruptions. Similarly, John W. Thomas (2000) argues that
meaningful, real-world tasks encourage authentic language use, which enhances fluency development.
The results suggest that PBL created a safe and engaging environment where students felt comfortable
experimenting with the language, reducing anxiety and fostering confidence.
Development of Intercultural Awareness
The results obtained from the pre- and post-questionnaires, as well as the KWL charts, indicate a positive
development in students’ intercultural awareness. Initially, students showed limited knowledge about
cultural diversity and, in some cases, demonstrated neutral or indifferent attitudes toward cultural
differences.
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4. Evaluation Phase: Application of post-test instruments and final observation checklist to
measure progress and compare results with initial data.
This study followed fundamental ethical principles in educational research. Participation was voluntary,
and students’ confidentiality and anonymity were guaranteed throughout the process. Data were used
exclusively for academic purposes. Additionally, the research respected students’ cultural backgrounds,
promoting an inclusive and respectful learning environment.
One of the main limitations of this study was the limited number of English lessons per week (three
lessons), which reduced the exposure time to the intervention. Additionally, occasional interruptions
due to school activities affected the continuity of the implementation. Another limitation was the
variability in students’ motivation and participation levels, which may have influenced the results.
RESULTS AND DISCUSSION
This section presents the main findings derived from the implementation of Project-Based Learning
(PBL) activities aimed at promoting intercultural awareness and English language fluency among sixth-
grade students. The results are organized according to the research variables and instruments applied,
maintaining a logical sequence that allows for a clear interpretation and discussion of the outcomes.
Improvement in English Language Fluency
The analysis of the observation checklists (pre-and post-intervention) revealed a notable improvement
in students’ oral fluency. At the beginning of the study, most students demonstrated hesitation when
speaking, frequent pauses, and low confidence in expressing their ideas in English. Participation was
limited, and several students avoided speaking during class activities.
After the implementation of PBL activities, a significant increase in oral participation and confidence
was observed. Students were more willing to engage in conversations, express opinions, and present
their ideas in front of their peers. The frequency of pauses decreased, and their speech became more
fluid and natural. Additionally, students showed greater ability to communicate meaning even when
making grammatical errors, prioritizing communication over accuracy.
These findings align with Jack C. Richards (2006), who emphasizes that fluency involves the ability to
produce language smoothly and with fewer interruptions. Similarly, John W. Thomas (2000) argues that
meaningful, real-world tasks encourage authentic language use, which enhances fluency development.
The results suggest that PBL created a safe and engaging environment where students felt comfortable
experimenting with the language, reducing anxiety and fostering confidence.
Development of Intercultural Awareness
The results obtained from the pre- and post-questionnaires, as well as the KWL charts, indicate a positive
development in students’ intercultural awareness. Initially, students showed limited knowledge about
cultural diversity and, in some cases, demonstrated neutral or indifferent attitudes toward cultural
differences.
I+D Internacional- Revista Científica Académica
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Following the intervention, students exhibited a greater understanding of different cultures, including
traditions, customs, and perspectives from their classmates’ countries of origin. More importantly, there
was a noticeable shift in attitudes, with students demonstrating increased respect, curiosity, and empathy
toward cultural diversity.
Students were able to compare their own cultural experiences with those of others, identify similarities
and differences, and reflect on the importance of respecting diverse backgrounds. These changes were
particularly evident during collaborative activities, where students actively listened to their peers and
engaged in meaningful discussions.
These findings are consistent with the Intercultural Competence Model proposed by Darla K. Deardorff
(2006), which highlights attitudes such as openness, respect, and curiosity as essential components of
intercultural development. Likewise, Michael Byram (1997) emphasizes that language learning must
include cultural understanding to achieve effective communication.
Impact of Project-Based Learning on Student Engagement
The Likert-scale survey results revealed that students perceived PBL activities as highly engaging and
motivating. Most students reported that they enjoyed working on projects, collaborating with classmates,
and learning about different cultures while using English.
Students expressed that PBL activities made learning more interesting and meaningful, helped them feel
more confident when speaking, allowed them to express their ideas freely, and encouraged teamwork
and collaboration.
The interactive nature of PBL contributed to increased participation, as students were not limited to
passive roles but instead became active participants in their own learning process. This supports the
findings of Beckett and Slater (2020), who argue that PBL enhances motivation by connecting learning
with real-life experiences and personal relevance.
Integration of Language and Culture as a Learning Strategy
One of the most significant findings of this study is the effectiveness of integrating language learning
with cultural exploration. The results demonstrate that when students used English as a tool to share
their cultural identities and learn about others, their communication became more authentic and
meaningful.
Students who initially felt insecure about their accents or backgrounds began to participate more actively
when their cultural identity was valued as part of the learning process. This integration helped reduce
feelings of anxiety and promoted a sense of belonging within the classroom.
The findings support the theoretical perspective of Michael Byram (1997), who states that language and
culture are inseparable, and that meaningful communication requires both linguistic and cultural
competence. Additionally, the results reinforce the idea that culturally responsive teaching practices can
enhance both academic and social outcomes.
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Following the intervention, students exhibited a greater understanding of different cultures, including
traditions, customs, and perspectives from their classmates’ countries of origin. More importantly, there
was a noticeable shift in attitudes, with students demonstrating increased respect, curiosity, and empathy
toward cultural diversity.
Students were able to compare their own cultural experiences with those of others, identify similarities
and differences, and reflect on the importance of respecting diverse backgrounds. These changes were
particularly evident during collaborative activities, where students actively listened to their peers and
engaged in meaningful discussions.
These findings are consistent with the Intercultural Competence Model proposed by Darla K. Deardorff
(2006), which highlights attitudes such as openness, respect, and curiosity as essential components of
intercultural development. Likewise, Michael Byram (1997) emphasizes that language learning must
include cultural understanding to achieve effective communication.
Impact of Project-Based Learning on Student Engagement
The Likert-scale survey results revealed that students perceived PBL activities as highly engaging and
motivating. Most students reported that they enjoyed working on projects, collaborating with classmates,
and learning about different cultures while using English.
Students expressed that PBL activities made learning more interesting and meaningful, helped them feel
more confident when speaking, allowed them to express their ideas freely, and encouraged teamwork
and collaboration.
The interactive nature of PBL contributed to increased participation, as students were not limited to
passive roles but instead became active participants in their own learning process. This supports the
findings of Beckett and Slater (2020), who argue that PBL enhances motivation by connecting learning
with real-life experiences and personal relevance.
Integration of Language and Culture as a Learning Strategy
One of the most significant findings of this study is the effectiveness of integrating language learning
with cultural exploration. The results demonstrate that when students used English as a tool to share
their cultural identities and learn about others, their communication became more authentic and
meaningful.
Students who initially felt insecure about their accents or backgrounds began to participate more actively
when their cultural identity was valued as part of the learning process. This integration helped reduce
feelings of anxiety and promoted a sense of belonging within the classroom.
The findings support the theoretical perspective of Michael Byram (1997), who states that language and
culture are inseparable, and that meaningful communication requires both linguistic and cultural
competence. Additionally, the results reinforce the idea that culturally responsive teaching practices can
enhance both academic and social outcomes.
I+D Internacional- Revista Científica Académica
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DISCUSSION
The results of this study are consistent with previous research in the field of language education and
intercultural learning. For instance, the findings align with Araya Rodríguez (2017), who demonstrated
that cooperative and interactive methodologies improve students’ oral communication skills and
confidence.
Similarly, the results coincide with Vesterås (2021), who found that integrating intercultural competence
into English teaching promotes respect and openness among students. The present study further supports
these findings by showing that intercultural awareness can be effectively developed through structured
PBL activities.
In addition, the outcomes are consistent with Rakovskaya (2019), who identified cultural diversity as a
valuable resource that fosters empathy and social development when properly integrated into the
learning environment.
Scientific Contribution and Practical Implications
This study contributes to the field of English language teaching by providing evidence that Project-
Based Learning is an effective strategy for addressing both linguistic and intercultural challenges in
multicultural classrooms. From a practical perspective, the findings suggest that PBL can transform
traditional English lessons into meaningful learning experiences. Cultural diversity should be used as a
resource rather than a barrier since students benefit from opportunities to engage in authentic
communication. Intercultural awareness and language fluency can be developed simultaneously.
Furthermore, this study offers a replicable model that can be applied in other public schools with similar
characteristics, particularly those with limited instructional time and culturally diverse student
populations.
Illustrations, Tables, Figures
Graph 1. Intercultural Awareness
Statement #3: I believe that cultural differences make people interesting and valuable
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 1 presents the students’ responses regarding their perceptions of cultural diversity and the value
of cultural differences. The results indicate that 41% of the participants agree and 28% strongly agree
with the statement. This means that 69% of the students show a positive attitude, recognizing that
cultural differences can enrich relationships and make people more interesting and valuable. However,
the graph also shows that 19% selected the option disagree, and 12% strongly disagree, representing a
0
20
40
60
strongly disagree disagree agree strongly disagree
Statement 2
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DISCUSSION
The results of this study are consistent with previous research in the field of language education and
intercultural learning. For instance, the findings align with Araya Rodríguez (2017), who demonstrated
that cooperative and interactive methodologies improve students’ oral communication skills and
confidence.
Similarly, the results coincide with Vesterås (2021), who found that integrating intercultural competence
into English teaching promotes respect and openness among students. The present study further supports
these findings by showing that intercultural awareness can be effectively developed through structured
PBL activities.
In addition, the outcomes are consistent with Rakovskaya (2019), who identified cultural diversity as a
valuable resource that fosters empathy and social development when properly integrated into the
learning environment.
Scientific Contribution and Practical Implications
This study contributes to the field of English language teaching by providing evidence that Project-
Based Learning is an effective strategy for addressing both linguistic and intercultural challenges in
multicultural classrooms. From a practical perspective, the findings suggest that PBL can transform
traditional English lessons into meaningful learning experiences. Cultural diversity should be used as a
resource rather than a barrier since students benefit from opportunities to engage in authentic
communication. Intercultural awareness and language fluency can be developed simultaneously.
Furthermore, this study offers a replicable model that can be applied in other public schools with similar
characteristics, particularly those with limited instructional time and culturally diverse student
populations.
Illustrations, Tables, Figures
Graph 1. Intercultural Awareness
Statement #3: I believe that cultural differences make people interesting and valuable
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 1 presents the students’ responses regarding their perceptions of cultural diversity and the value
of cultural differences. The results indicate that 41% of the participants agree and 28% strongly agree
with the statement. This means that 69% of the students show a positive attitude, recognizing that
cultural differences can enrich relationships and make people more interesting and valuable. However,
the graph also shows that 19% selected the option disagree, and 12% strongly disagree, representing a
0
20
40
60
strongly disagree disagree agree strongly disagree
Statement 2
I+D Internacional- Revista Científica Académica
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31% who may not yet fully recognize the way cultural differences complement them, usually related to
feelings of insecurity when discussing cultural identity. The results suggest that there is still a need in
this topic, and that is why it is necessary to implement PBL encouraging students to explore cultural
traditions, share experiences, and develop empathy and respect for diversity, while practicing English
in meaningful communicative context.
Graph 2. Intercultural Awareness
Statement #3: I feel comfortable listening to opinions from classmates with different cultural backgrounds
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 2 presents the students’ responses regarding their comfort level when listening to classmates who
come from different cultural backgrounds. The results show that 47% of the students strongly agree, and
22% agree with the statement. In total, 69% of the participants feel comfortable interacting and listening
to others. However, the graph also indicates that 31% of the students selected the option disagree, while
no students selected strongly disagree. It means that a considerable group of students may still feel
uncertain when engaging in conversations about cultural differences due to fear of expressing opinions
in front of classmates. Overall, the results show that although most students demonstrate openness
toward listening to diverse perspectives, there is still a requirement to promote dialogue and empathy in
the classroom. This is why PBL activities focused on intercultural themes can help create safe spaces
where students feel encouraged, sharing respectfully with others in meaningful interactions with peers.
Graph 3. Intercultural Awareness
Statement #3: I respect different accents or ways of speaking
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 3 presents students’ responses regarding their attitudes toward different accents and ways of
speaking, which is an important aspect of intercultural awareness and respect for cultural diversity. The
results show that 34% of the students strongly agree and 25% agree with the statement. In total, 59% of
0
10
20
30
40
50
strongly
disagree
disagree agree strongly agree
Statement #4
0
10
20
30
40
strongly disagree disagree agree strongly agree
Statement 7
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31% who may not yet fully recognize the way cultural differences complement them, usually related to
feelings of insecurity when discussing cultural identity. The results suggest that there is still a need in
this topic, and that is why it is necessary to implement PBL encouraging students to explore cultural
traditions, share experiences, and develop empathy and respect for diversity, while practicing English
in meaningful communicative context.
Graph 2. Intercultural Awareness
Statement #3: I feel comfortable listening to opinions from classmates with different cultural backgrounds
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 2 presents the students’ responses regarding their comfort level when listening to classmates who
come from different cultural backgrounds. The results show that 47% of the students strongly agree, and
22% agree with the statement. In total, 69% of the participants feel comfortable interacting and listening
to others. However, the graph also indicates that 31% of the students selected the option disagree, while
no students selected strongly disagree. It means that a considerable group of students may still feel
uncertain when engaging in conversations about cultural differences due to fear of expressing opinions
in front of classmates. Overall, the results show that although most students demonstrate openness
toward listening to diverse perspectives, there is still a requirement to promote dialogue and empathy in
the classroom. This is why PBL activities focused on intercultural themes can help create safe spaces
where students feel encouraged, sharing respectfully with others in meaningful interactions with peers.
Graph 3. Intercultural Awareness
Statement #3: I respect different accents or ways of speaking
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 3 presents students’ responses regarding their attitudes toward different accents and ways of
speaking, which is an important aspect of intercultural awareness and respect for cultural diversity. The
results show that 34% of the students strongly agree and 25% agree with the statement. In total, 59% of
0
10
20
30
40
50
strongly
disagree
disagree agree strongly agree
Statement #4
0
10
20
30
40
strongly disagree disagree agree strongly agree
Statement 7
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the participants show a positive attitude toward respecting different accents and forms of expression and
linguistic diversity.
However, the graph also shows that 28% of the students selected the option disagree, while 13% strongly
disagree. This 41% is a considerable number of students that have difficulty accepting and understanding
linguistic differences among their classmates. This may be related to social perceptions about accents
or feelings of insecurity when speaking in front of others, especially in a classroom where students come
from different countries.
Overall, the results reveal that there is a big need to strengthen intercultural understanding and empathy
in the classroom. PBL applied in the class may help to develop greater respect for linguistic diversity
while improving their confidence and communication skills in English.
Table 1. KWL Chart
K W L
• Gallo Pinto
• Baile del diablito
• Flags
• Food
• Parties
• Clothing”
• Skin color”
• People from other countries
• I don’t know
• Food from other
countries
• Languages
• Celebrations
• How people live
• Traditions
• Famous people
• Other countries
• Cultural Dances
• All cultures deserve
respect
• Don’t judge others by
their country
• Differences make people
unique
• We are all valuable
• We can be great no
matter where we come from
• Not all people have the
same rights
Starting with the ‘K’ column, most responses showed a basic understanding of culture, mainly related
to food, traditions, and celebrations. Many of these ideas were superficial and not fully connected to the
concept of intercultural awareness. Students initially associated culture with visible and familiar
elements such as food, traditions, clothing, and national symbols. Some students expressed "I don´t
know", which highlights the need for further development in this area.
In the ‘W’ column, there was a strong interest in exploring other cultures, especially aspects such as
food, traditions, and lifestyles. Students showed curiosity about how people live in different countries,
which indicates motivation and openness toward learning. This demonstrates motivation to expand their
understanding beyond their immediate context.
Finally, in the ‘L’ column there is clear evidence of meaningful learning; it shows a significant
transformation. Students moved from concrete ideas to deeper reflections, expressing values. They
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the participants show a positive attitude toward respecting different accents and forms of expression and
linguistic diversity.
However, the graph also shows that 28% of the students selected the option disagree, while 13% strongly
disagree. This 41% is a considerable number of students that have difficulty accepting and understanding
linguistic differences among their classmates. This may be related to social perceptions about accents
or feelings of insecurity when speaking in front of others, especially in a classroom where students come
from different countries.
Overall, the results reveal that there is a big need to strengthen intercultural understanding and empathy
in the classroom. PBL applied in the class may help to develop greater respect for linguistic diversity
while improving their confidence and communication skills in English.
Table 1. KWL Chart
K W L
• Gallo Pinto
• Baile del diablito
• Flags
• Food
• Parties
• Clothing”
• Skin color”
• People from other countries
• I don’t know
• Food from other
countries
• Languages
• Celebrations
• How people live
• Traditions
• Famous people
• Other countries
• Cultural Dances
• All cultures deserve
respect
• Don’t judge others by
their country
• Differences make people
unique
• We are all valuable
• We can be great no
matter where we come from
• Not all people have the
same rights
Starting with the ‘K’ column, most responses showed a basic understanding of culture, mainly related
to food, traditions, and celebrations. Many of these ideas were superficial and not fully connected to the
concept of intercultural awareness. Students initially associated culture with visible and familiar
elements such as food, traditions, clothing, and national symbols. Some students expressed "I don´t
know", which highlights the need for further development in this area.
In the ‘W’ column, there was a strong interest in exploring other cultures, especially aspects such as
food, traditions, and lifestyles. Students showed curiosity about how people live in different countries,
which indicates motivation and openness toward learning. This demonstrates motivation to expand their
understanding beyond their immediate context.
Finally, in the ‘L’ column there is clear evidence of meaningful learning; it shows a significant
transformation. Students moved from concrete ideas to deeper reflections, expressing values. They
I+D Internacional- Revista Científica Académica
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recognized that all cultures are valuable, that differences make people unique, and that no one should
be judged based on their origin. This progression illustrates how PBL transformed a basic understanding
of culture to a more reflective intercultural awareness, which was one of the main goals of this project
Graph 4. English Language Fluency (Initial)
Statement #1: Shows confidence when speaking English
Statement #2: Participates orally without fear of making mistakes
Statement #3: Is understood by peers without frequent clarification
Statement #4: Uses appropriate pronunciation and intonation
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 4 presents the results obtained from the first four statements of the observation checklist applied
to evaluate students’ English fluency before the implementation of PBL. The data collected shows that
a considerable percentage of the expected behaviors related to fluency, were not frequently observed
during the initial observation stage. For instance, in Statement 1 only 37,5 % of the students
demonstrated the observed behavior, while 62,5% did not show it consistently during classroom
interactions. It is similar in Statement 2, where 25% of students demonstrated the behavior, while 75%
did not. This shows that many students still struggle with participating confidently when speaking
English.
In Statement 3, 37,5% of students demonstrated the expected behavior, while 62,5% did not, indicating
that several students experienced difficulty expressing themselves naturally when communicating in the
classroom. Statement 4 shows the lowest percentage of observed behavior, where only 18,8% of the
students demonstrated the behavior, while 81,2% did not. The results show that many students had
difficulty maintaining fluency when speaking English, often showing hesitation and limited
participation during the activities.
From the researcher’s perspective, these results reflect the classroom dynamics observed at La Trinidad
Primary School, students often show interest in participating but may feel insecure when speaking
English especially when speaking in front of their classmates. These findings confirm the need to
implement strategies such as PBL to encourage students to use English more confidently and naturally
in the classroom.
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recognized that all cultures are valuable, that differences make people unique, and that no one should
be judged based on their origin. This progression illustrates how PBL transformed a basic understanding
of culture to a more reflective intercultural awareness, which was one of the main goals of this project
Graph 4. English Language Fluency (Initial)
Statement #1: Shows confidence when speaking English
Statement #2: Participates orally without fear of making mistakes
Statement #3: Is understood by peers without frequent clarification
Statement #4: Uses appropriate pronunciation and intonation
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 4 presents the results obtained from the first four statements of the observation checklist applied
to evaluate students’ English fluency before the implementation of PBL. The data collected shows that
a considerable percentage of the expected behaviors related to fluency, were not frequently observed
during the initial observation stage. For instance, in Statement 1 only 37,5 % of the students
demonstrated the observed behavior, while 62,5% did not show it consistently during classroom
interactions. It is similar in Statement 2, where 25% of students demonstrated the behavior, while 75%
did not. This shows that many students still struggle with participating confidently when speaking
English.
In Statement 3, 37,5% of students demonstrated the expected behavior, while 62,5% did not, indicating
that several students experienced difficulty expressing themselves naturally when communicating in the
classroom. Statement 4 shows the lowest percentage of observed behavior, where only 18,8% of the
students demonstrated the behavior, while 81,2% did not. The results show that many students had
difficulty maintaining fluency when speaking English, often showing hesitation and limited
participation during the activities.
From the researcher’s perspective, these results reflect the classroom dynamics observed at La Trinidad
Primary School, students often show interest in participating but may feel insecure when speaking
English especially when speaking in front of their classmates. These findings confirm the need to
implement strategies such as PBL to encourage students to use English more confidently and naturally
in the classroom.
I+D Internacional- Revista Científica Académica
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Graph 5. English Language Fluency (Post Observation)
Statement #1: Speaks English with increased confidence
Statement #2: Expresses ideas clearly with little effort
Statement #3: Is understood easily by classmates
Statement #4: Uses English with fewer pauses
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 5 shows the results after the implementation of Project-Based Learning activities. The results
indicate a clear improvement compared to the initial observation. In statement 1, 56.25 % of the students
were observed speaking with increased confidence, while 43.75 % still showed some difficulty. This
suggests that more than half of the group became more comfortable using English in the classroom.
In statement 2, 46.9 % of the students expressed their ideas clearly with little effort, while 53.1 % still
faced some challenges, indicating that although progress was made, this is an area that requires further
reinforcement. Statement 3 shows that 56.25 % of students were understood easily by their classmates,
and statement 4 62.5 % of students were able to use English with fewer pauses. Reflecting noticeable
progress in fluency and communication.
From the researcher’s perspective, the results show that sixth graders from La Trinidad de Moravia
School responded positively to the PBL activities. During the project, students seemed more willing to
participate and gradually became more confident when speaking English, especially when working in
group and discussing meaningful topics. Students demonstrated interest and were motivated to
participate and interact with peers.
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Graph 5. English Language Fluency (Post Observation)
Statement #1: Speaks English with increased confidence
Statement #2: Expresses ideas clearly with little effort
Statement #3: Is understood easily by classmates
Statement #4: Uses English with fewer pauses
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 5 shows the results after the implementation of Project-Based Learning activities. The results
indicate a clear improvement compared to the initial observation. In statement 1, 56.25 % of the students
were observed speaking with increased confidence, while 43.75 % still showed some difficulty. This
suggests that more than half of the group became more comfortable using English in the classroom.
In statement 2, 46.9 % of the students expressed their ideas clearly with little effort, while 53.1 % still
faced some challenges, indicating that although progress was made, this is an area that requires further
reinforcement. Statement 3 shows that 56.25 % of students were understood easily by their classmates,
and statement 4 62.5 % of students were able to use English with fewer pauses. Reflecting noticeable
progress in fluency and communication.
From the researcher’s perspective, the results show that sixth graders from La Trinidad de Moravia
School responded positively to the PBL activities. During the project, students seemed more willing to
participate and gradually became more confident when speaking English, especially when working in
group and discussing meaningful topics. Students demonstrated interest and were motivated to
participate and interact with peers.
I+D Internacional- Revista Científica Académica
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Graph 6. Intercultural Awareness (Post Test)
Statement #1: I understand that people from different cultures may think or act differently from me.
Statement #2: I believe that cultural differences make people interesting and valuable.
Statement #3: I respect classmates even if their traditions or customs are different from mine.
Statement #4: I feel comfortable listening to opinions from classmates with different cultural backgrounds.
Statement #5: I try to understand why people behave differently instead of judging them.
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 7. A. PBL and Intercultural Awareness
Statement #1: The project helped me understand classmates’ opinions different from mine.
Statement #2: The activities helped me appreciate cultural diversity in my classroom.
Statement #3: I interact respectfully with others when working on projects with others.
Source: Developed by Natalia Castillo Jiménez (2026)
The results obtained from Part A of the Likert Scale show a very positive perception of the PBL activities
in relation to intercultural awareness. In statement 1, 62.5 % strongly agree and 31.25 % agree. This
means that most students expressed that the project helped them understand their classmates’ opinions
in a better way. Only 6.25 % selected neutral, meaning that almost all students perceived a benefit in
this area.
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Graph 6. Intercultural Awareness (Post Test)
Statement #1: I understand that people from different cultures may think or act differently from me.
Statement #2: I believe that cultural differences make people interesting and valuable.
Statement #3: I respect classmates even if their traditions or customs are different from mine.
Statement #4: I feel comfortable listening to opinions from classmates with different cultural backgrounds.
Statement #5: I try to understand why people behave differently instead of judging them.
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 7. A. PBL and Intercultural Awareness
Statement #1: The project helped me understand classmates’ opinions different from mine.
Statement #2: The activities helped me appreciate cultural diversity in my classroom.
Statement #3: I interact respectfully with others when working on projects with others.
Source: Developed by Natalia Castillo Jiménez (2026)
The results obtained from Part A of the Likert Scale show a very positive perception of the PBL activities
in relation to intercultural awareness. In statement 1, 62.5 % strongly agree and 31.25 % agree. This
means that most students expressed that the project helped them understand their classmates’ opinions
in a better way. Only 6.25 % selected neutral, meaning that almost all students perceived a benefit in
this area.
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.153
In statement 2, 59.37 % strongly agree and 34.38 % agree, indicating that the activities helped them
appreciate cultural diversity in the classroom. Only 6.25 % selected neutral, but there were no negative
responses, reflecting a positive attitude toward diversity. In statement 3, the results are even stronger,
71.87 % strongly agree and 28.13 % agree, meaning that students interacted respectfully with others
during the project. The absence of negative responses suggests that students understood and showed
respect while doing the project.
From the researcher’s perspective, the results show that PBL activities created a positive and inclusive
classroom environment where students were able to understand, appreciate, and interact respectfully
with peers. It proves that intercultural awareness was discussed and actively experienced during the
project, making learning more meaningful for the students.
Graph 8. B. PBL and English Language Fluency
Statement #1: I felt more confident speaking English during the project.
Statement #2: I used English naturally while working with my group.
Statement #3: I spoke English with fewer pauses than before.
Statement #4: I was able to express my ideas in English.
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 8 shows the results from Part B of the Likert Scale. Students perceived improvement in their
English language fluency after participating in the project. In statement 1, 59.37 % strongly agree and
34.38 % agree, expressing that they felt more confident speaking English during the project. Only 6.25
% were neutral, but the majority experienced increased confidence when communicating. In statement
2, responses are more balanced. Both 43.75 % strongly agree and 43.75% agree indicating that they used
English naturally while working in groups. Also 12.5 % selected, showing that some students are still
in the process of developing more natural communication.
In statement 3, 40.62 % strongly agree and 50% agree that they spoke English with fewer pauses. A
9.38 % selected neutral. This suggests that students noticed improvement in their fluency, but not all of
them felt completely confident yet, which is an area of improvement. Finally, in statement 4, 56.25 %
strongly agree and 34.37% agree that they were able to express their ideas in English. Also 9.38%
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.153
In statement 2, 59.37 % strongly agree and 34.38 % agree, indicating that the activities helped them
appreciate cultural diversity in the classroom. Only 6.25 % selected neutral, but there were no negative
responses, reflecting a positive attitude toward diversity. In statement 3, the results are even stronger,
71.87 % strongly agree and 28.13 % agree, meaning that students interacted respectfully with others
during the project. The absence of negative responses suggests that students understood and showed
respect while doing the project.
From the researcher’s perspective, the results show that PBL activities created a positive and inclusive
classroom environment where students were able to understand, appreciate, and interact respectfully
with peers. It proves that intercultural awareness was discussed and actively experienced during the
project, making learning more meaningful for the students.
Graph 8. B. PBL and English Language Fluency
Statement #1: I felt more confident speaking English during the project.
Statement #2: I used English naturally while working with my group.
Statement #3: I spoke English with fewer pauses than before.
Statement #4: I was able to express my ideas in English.
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 8 shows the results from Part B of the Likert Scale. Students perceived improvement in their
English language fluency after participating in the project. In statement 1, 59.37 % strongly agree and
34.38 % agree, expressing that they felt more confident speaking English during the project. Only 6.25
% were neutral, but the majority experienced increased confidence when communicating. In statement
2, responses are more balanced. Both 43.75 % strongly agree and 43.75% agree indicating that they used
English naturally while working in groups. Also 12.5 % selected, showing that some students are still
in the process of developing more natural communication.
In statement 3, 40.62 % strongly agree and 50% agree that they spoke English with fewer pauses. A
9.38 % selected neutral. This suggests that students noticed improvement in their fluency, but not all of
them felt completely confident yet, which is an area of improvement. Finally, in statement 4, 56.25 %
strongly agree and 34.37% agree that they were able to express their ideas in English. Also 9.38%
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.154
selected neutral. This means that fluency development is still a gradual process and activities like PBL
become essential to strengthen these skills.
From the researcher’s perspective could improve English fluency, particularly in their confidence and
willingness to communicate. It was noticeable during the project that students became more active and
less afraid of making mistakes, especially when working in groups. Some of them need more time and
practice to feel completely comfortable using English. PBL helps students develop consistent exposure
and meaningful interaction.
Graph 9. C. PBL as a Learning Strategy
Statement #1: I enjoyed learning English through projects.
Statement #2: Projects helped me learn better than traditional lessons.
Statement #3: I felt motivated to participate during the project activities.
Statement #4: Working in groups helped me learn from others.
Statement #5: I would like to learn English using projects again.
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 9 shows the results from Part C of the Likert Scale related to PBL as a learning strategy. In
statement 1, most students expressed that they enjoyed learning English through projects, 62.5%
strongly agree and 31.25% agree. Only 6.25 % selected neutral. This suggests that the majority of
students found the activities engaging and meaningful. In statement 2, the responses are balanced, 46.87
% strongly agree and 46.87 agree, indicating that students recognized the value of learning through
projects, even if some are still adjusting to this type of methodology.
In statement 3, as in statement 4, responses show the same results, 59.37 % strongly agree and 37.5 %
agree; only 3.13 % disagree showing that students felt motivated to participate and recognized the
importance of working in groups. Most students had a positive experience collaborating with others. To
conclude, statement 5, shows that 71.87% strongly agree, and 25% agree that students would like to
learn English using projects again. This clearly reflects students’ preference for this type of learning
approach.
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.154
selected neutral. This means that fluency development is still a gradual process and activities like PBL
become essential to strengthen these skills.
From the researcher’s perspective could improve English fluency, particularly in their confidence and
willingness to communicate. It was noticeable during the project that students became more active and
less afraid of making mistakes, especially when working in groups. Some of them need more time and
practice to feel completely comfortable using English. PBL helps students develop consistent exposure
and meaningful interaction.
Graph 9. C. PBL as a Learning Strategy
Statement #1: I enjoyed learning English through projects.
Statement #2: Projects helped me learn better than traditional lessons.
Statement #3: I felt motivated to participate during the project activities.
Statement #4: Working in groups helped me learn from others.
Statement #5: I would like to learn English using projects again.
Source: Developed by Natalia Castillo Jiménez (2026)
Graph 9 shows the results from Part C of the Likert Scale related to PBL as a learning strategy. In
statement 1, most students expressed that they enjoyed learning English through projects, 62.5%
strongly agree and 31.25% agree. Only 6.25 % selected neutral. This suggests that the majority of
students found the activities engaging and meaningful. In statement 2, the responses are balanced, 46.87
% strongly agree and 46.87 agree, indicating that students recognized the value of learning through
projects, even if some are still adjusting to this type of methodology.
In statement 3, as in statement 4, responses show the same results, 59.37 % strongly agree and 37.5 %
agree; only 3.13 % disagree showing that students felt motivated to participate and recognized the
importance of working in groups. Most students had a positive experience collaborating with others. To
conclude, statement 5, shows that 71.87% strongly agree, and 25% agree that students would like to
learn English using projects again. This clearly reflects students’ preference for this type of learning
approach.
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From the researcher’s perspective, these results show that Project-Based learning was well received by
the students and contributed to a more dynamic and motivating classroom environment. Students
enjoyed the activities and recognized their value for learning. Overall, PBL proved to be a very effective
and meaningful strategy for promoting learning and participation in the classroom.
This project demonstrates that meaningful learning happens when students feel safe, valued, and
motivated to participate. When students find their voice, they don’t just learn a language, they learn to
belong to respect, and to connect with the world around them.
CONCLUSIONS
Based on the main objective of this research, which aimed to determine the effectiveness of PBL to
promote intercultural awareness and English language fluency in sixth-grade students at La Trinidad de
Moravia School, it can be concluded that the implementation of PBL had a significant and positive
impact on students’ learning. The results obtained through the different instruments demonstrate that
students really improved their ability to communicate in English and also developed a deeper
understanding and respect for cultural diversity. This confirms what Thomas (2000) states about PBL
as an approach that promotes meaningful learning through real-life contexts, allowing students to use
language in authentic and purposeful ways.
Regarding the first specific objective, which focused on implementing PBL activities based on
intercultural themes, it was evident that students showed high levels of motivation and interest
throughout the project. The activities allowed them to connect learning with their own experiences,
making the process more engaging. Students worked in an organized environment where collaboration
was essential, supporting each other and sharing ideas. This aligns with Beckett and Slater (2020), who
highlight that PBL fosters motivation by giving students a sense of ownership and relevance in their
learning process.
In relation to the second specific objective, which intended to analyze the development of intercultural
awareness, the findings show that students became more respectful, empathetic, and open-minded
toward their classmates’ cultural backgrounds. They demonstrated the ability to understand differences,
value diversity, and interact positively with others. These results are consistent with Byram’s (1997)
concept of intercultural communicative competence and Deardorff’s (2006) model, which emphasize
respect, curiosity, and empathy as key elements for effective interaction in multicultural environments.
The project helped students see cultural diversity as an opportunity to learn from one another.
In relation to the third specific objective, focused on improving English language fluency, students
showed noticeable progress in their confidence when speaking even though they are not bilingual, their
ability to be understood, and to be less afraid of speaking English. They also improved their capacity to
communicate with fewer pauses. The classroom became a space where English was used naturally,
rather than through memorization. As Richards (2006) explains, fluency involves the ability to
communicate smoothly and confidently, even if mistakes are present. Through PBL, students used
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.155
From the researcher’s perspective, these results show that Project-Based learning was well received by
the students and contributed to a more dynamic and motivating classroom environment. Students
enjoyed the activities and recognized their value for learning. Overall, PBL proved to be a very effective
and meaningful strategy for promoting learning and participation in the classroom.
This project demonstrates that meaningful learning happens when students feel safe, valued, and
motivated to participate. When students find their voice, they don’t just learn a language, they learn to
belong to respect, and to connect with the world around them.
CONCLUSIONS
Based on the main objective of this research, which aimed to determine the effectiveness of PBL to
promote intercultural awareness and English language fluency in sixth-grade students at La Trinidad de
Moravia School, it can be concluded that the implementation of PBL had a significant and positive
impact on students’ learning. The results obtained through the different instruments demonstrate that
students really improved their ability to communicate in English and also developed a deeper
understanding and respect for cultural diversity. This confirms what Thomas (2000) states about PBL
as an approach that promotes meaningful learning through real-life contexts, allowing students to use
language in authentic and purposeful ways.
Regarding the first specific objective, which focused on implementing PBL activities based on
intercultural themes, it was evident that students showed high levels of motivation and interest
throughout the project. The activities allowed them to connect learning with their own experiences,
making the process more engaging. Students worked in an organized environment where collaboration
was essential, supporting each other and sharing ideas. This aligns with Beckett and Slater (2020), who
highlight that PBL fosters motivation by giving students a sense of ownership and relevance in their
learning process.
In relation to the second specific objective, which intended to analyze the development of intercultural
awareness, the findings show that students became more respectful, empathetic, and open-minded
toward their classmates’ cultural backgrounds. They demonstrated the ability to understand differences,
value diversity, and interact positively with others. These results are consistent with Byram’s (1997)
concept of intercultural communicative competence and Deardorff’s (2006) model, which emphasize
respect, curiosity, and empathy as key elements for effective interaction in multicultural environments.
The project helped students see cultural diversity as an opportunity to learn from one another.
In relation to the third specific objective, focused on improving English language fluency, students
showed noticeable progress in their confidence when speaking even though they are not bilingual, their
ability to be understood, and to be less afraid of speaking English. They also improved their capacity to
communicate with fewer pauses. The classroom became a space where English was used naturally,
rather than through memorization. As Richards (2006) explains, fluency involves the ability to
communicate smoothly and confidently, even if mistakes are present. Through PBL, students used
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.156
English as a real communication tool, which contributed to their oral development in a more dynamic
and meaningful way.
Additionally, it is important to mention that students felt genuinely motivated and interested in the
project. They supported and guided each other during the activities, creating a positive and collaborative
learning environment.
The researcher also played an important role in bringing the topic “down to earth,” presenting it as
something natural, close to students’ realities, and easy to relate to. This helped reduce fear and increased
participation, especially in a culturally diverse classroom where some foreign students initially felt shy
or insecure.
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.156
English as a real communication tool, which contributed to their oral development in a more dynamic
and meaningful way.
Additionally, it is important to mention that students felt genuinely motivated and interested in the
project. They supported and guided each other during the activities, creating a positive and collaborative
learning environment.
The researcher also played an important role in bringing the topic “down to earth,” presenting it as
something natural, close to students’ realities, and easy to relate to. This helped reduce fear and increased
participation, especially in a culturally diverse classroom where some foreign students initially felt shy
or insecure.
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.157
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teaching, and assessment: Key approaches, technology tools, and frameworks. Routledge.
Beckett, G. H., & Slater, T. (2020). Project-based learning in second language acquisition: Building
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Beckett, G., & Slater, T. (2020). Project-based learning in second language acquisition: Theory,
research, and practice. Routledge.
Bronfenbrenner, U. (1994). Ecological models of human development. In T. Husén & T. N.
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Brookhart, S. M. (2018). How to create and use rubrics for formative assessment and grading. ASCD.
Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices
(2nd ed.). Pearson.
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Selected readings (pp. 269–293). Penguin Books.
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Pearson.
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y Diversificada. Dirección de Desarrollo Curricular.
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge.
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policies, migration and development in Costa Rica. OECD Publishing. https://www.oecd-
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costa-rica_9789264274785-en
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(2nd ed.). Routledge.
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Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE.
Piaget, J. (1972). The psychology of the child. Basic Books.
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elementary schools [Master’s thesis, University of Oslo]. DUO Research Archive.
https://www.duo.uio.no/handle/10852/69004
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
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(4th ed.). Routledge.
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.
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https://unesdoc.unesco.org/ark:/48223/pf0000127162
UNESCO. (2013). Intercultural competence: Conceptual and operational framework. UNESCO
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UNESCO. (2015). Global citizenship education: Topics and learning objectives. UNESCO Publishing.
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