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

Natalia Kristina Castillo Jiménez

doi:10.63636/rciid.v5i1.67

Autores/as

Natalia Kristina Castillo Jiménez Universidad Hispanoamericana https://orcid.org/0009-0003-6654-0245

DOI:

https://doi.org/10.63636/rciid.v5i1.67

Palabras clave:

PBL, intercultural awareness, fluency

Resumen

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.

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