Project-based learning on the development of communicative skills in English

In this study, I examine the effect of Project-Based Learning (PBL) on the development of communicative skills in English. I identified that traditional teaching methods create a gap between grammatical knowledge and authentic communicative competence, limiting students' oral fluency, confidence, and comprehension. I employed a systematic bibliographic review methodology that analyzed fifteen peer-reviewed articles published within the last ten years. I organized the information using uniform categories: author and year, title, objective, methodology, and results. My findings reveal that PBL significantly improves communicative competence by providing authentic contexts for language use, fostering peer collaboration, and developing learner autonomy. Fourteen studies documented improvements in oral skills, including fluency, pronunciation, and coherence. Additionally, PBL strengthened motivation, reduced language anxiety, and integrated 21st-century skills such as creativity and digital literacy. I identified challenges in implementation, including lack of teacher training, curricular limitations, and time constraints. I conclude that PBL constitutes a superior pedagogical alternative to traditional methods for developing communicative competencies in English as a Foreign Language contexts, although it requires institutional support for effective implementation.