Digital project-based learning: an innovative strategy to enhance oral production in university students of English as a foreign language

Oral production in English as a foreign language is one of the main challenges in university education, due to methodological limitations, insufficient communicative practice, and emotional factors that affect student performance. In this context, the present research aimed to analyze and systematize the main findings of recent studies related to the use of digital project-based learning and other methodological strategies aimed at enhancing oral production in university students. The study was conducted using a qualitative, documentary approach, through a systematic review of 20 scientific articles published in indexed databases such as Scopus, SciELO, Redalyc, and Dialnet. The selected studies were analyzed using categories related to the use of virtual platforms, social strategies, and traditional methodologies applied to English language teaching. The results show that virtual platforms represent the predominant strategy for strengthening oral production, with those that combine synchronous and asynchronous interaction standing out for their positive impact on fluency, pronunciation, and communicative confidence. Furthermore, social strategies foster interaction among students, reduce communication anxiety, and strengthen collaborative learning. Regarding traditional methodological strategies, role-playing and project-based learning proved highly effective when integrated with technological resources and communicative approaches. It is concluded that the development of oral production requires a comprehensive pedagogical approach that integrates digital technologies, social strategies, and active methodologies, under the guidance of a facilitating teacher and in an emotionally safe environment.