Developing Communicative Competence in Primary School Students through Project-Based Learning Technologies
DOI:
https://doi.org/10.15503/jecs2026.1.585.608Keywords:
project-based learning, communicative competence, primary education, collaborative learning, pragmatic communication, strategic communication, oral interaction, written communicationAbstract
Aim. This study examines the effectiveness of project-based learning (PBL) in developing communicative competence in primary school students and identifies which components are most sensitive to PBL-based intervention.
Methods. A mixed-methods quasi-experimental design was implemented with 148 students aged 6–10 from four mainstream primary schools, divided into an experimental group (PBL intervention) and a control group (traditional instruction). The 12-week PBL programme included collaborative projects, peer critique, co-construction of oral and written products, and public presentations. Communicative competence was assessed at pre-test and post-test across four components – oral interaction, pragmatic competence, strategic competence, and written communication – using piloted instruments with high internal consistency (Cronbach’s α = .80–.89). Quantitative data were analysed using descriptive statistics, paired t-tests, ANOVA, and effect sizes; qualitative data underwent thematic analysis.
Results. The experimental group showed improvement across all four components compared with the control group (p < .001), whereas gains in the control group were not significant (p > .05). Effect sizes ranged from d = 0.55 to 0.80, indicating medium to large effects. The proportion of students reaching a high level of communicative competence increased, especially in pragmatic and strategic components. Qualitative findings revealed improved collaboration, audience awareness, strategic communication, and contribution to joint writing.
Conclusions. PBL substantially enhances communicative competence in primary education by embedding meaningful, authentic communication into collaborative inquiry. It functions not only as a content-delivery pedagogy but also as a environment for communicative growth. The findings support integrating communication-focused PBL into primary school curricula to foster 21st-century skills.
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Copyright (c) 2026 Iryna Bilous, Viktoriia Homotiuk, Zita Jenisová, Tomáš Lengyelfalusy, Frantisek Heiser, Tomas Hlavaty
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