Designing and Implementing Authentic Inclusive Projects for Collaborative Learning in EFL Classrooms

Authors

  • Fernando Patricio Riera Hermida

    Department of Pedagogy for National and Foreign Languages, Faculty of Education, Universidad Estatal de Milagro, Milagro, Provincia del Guayas 091050, Ecuador
  • Vanessa Viviana Orozco Jurado

    Department of Pedagogy for National and Foreign Languages, Faculty of Education, Universidad Estatal de Milagro, Milagro, Provincia del Guayas 091050, Ecuador
  • Solange E. Guerrero

    Department of Pedagogy for National and Foreign Languages, Faculty of Education, Universidad Estatal de Milagro, Milagro, Provincia del Guayas 091050, Ecuador
  • Abraham Clemente Varas Santafe

    Department of Pedagogy for National and Foreign Languages, Faculty of Education, Universidad Estatal de Milagro, Milagro, Provincia del Guayas 091050, Ecuador

DOI:

https://doi.org/10.30564/fls.v7i3.8835
Received: 22 February 2025 | Revised: 11 March 2025 | Accepted: 14 March 2025 | Published Online: 15 March 2025

Abstract

This study examines the effectiveness of Project-Based Learning (PBL) as an instructional strategy to enhance language acquisition and social integration among students with special needs in an inclusive English as a Foreign Language setting. Conducted in a private school in Milagro, Ecuador, the research involved 15 students from diverse grades and with various disabilities, utilizing a mixed-methods approach combining pre-tests, post-tests, surveys, and classroom observations to assess linguistic progress and social engagement. Findings indicate that PBL facilitated notable improvements in vocabulary recognition, pronunciation, and communication skills while fostering confidence and peer collaboration. Results indicate that PBL improved vocabulary recognition, pronunciation, and communication skills while fostering confidence and peer collaboration. Initial challenges included students’ hesitancy in group tasks and reliance on their mother tongue, but scaffolded instruction and structured peer interactions mitigated these barriers. The study highlights the importance of differentiated instruction and inclusive project design, emphasizing peer support as a catalyst for participation. Although the small sample size limits the findings, they suggest that well-structured PBL can enhance both linguistic and social competencies. Future research should explore long-term effects, teacher training strategies, and resource accessibility to optimize PBL for inclusive English as a Foreign Language education.

Keywords:

Inclusive Education; Project-Based Learning; EFL Pedagogy; Special Needs Learners; Second Language Acquisition; Collaborative Learning

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How to Cite

Riera Hermida , F. P., Orozco Jurado, V. V., Guerrero, S. E., & Varas Santafe, A. C. (2025). Designing and Implementing Authentic Inclusive Projects for Collaborative Learning in EFL Classrooms. Forum for Linguistic Studies, 7(3), 790–799. https://doi.org/10.30564/fls.v7i3.8835

Issue

Vol. 7 , Iss. 3 (March 2025)

Article Type

Article

License

Copyright © 2025 Fernando Patricio Riera Hermida , Vanessa Viviana Orozco Jurado, Solange E. Guerrero, Abraham Clemente Varas Santafe

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.