Innovation in Language Learning

The COVID-19 pandemic challenged traditional modes of instruction and accelerated the adoption of online, collaborative learning. This paper reports on a project-based learning (PBL) initiative conducted through the European Union Schoolnet Erasmus+ eTwinning platform, where secondary school students engaged in international collaboration during lockdown conditions. This international educational project involved multiple partner schools in a collaborative effort to enhance students' language skills and engagement in a fully virtual environment, transforming passive distance learning into an interactive, student-centered experience. It also addressed pedagogical challenges that arose during the global shift to distance learning. Using a range of Web 2.0 tools (e.g., Canva, Padlet, Zoom) strategically, the project improved students’ communication skills in English, digital literacy, and intercultural awareness. Data collected from collaborative activities, student-produced digital outputs, and a final digital magazine demonstrates a significant enhancement of students' English language skills, including active communication and vocabulary usage. Furthermore, the project successfully improved students' creativity, cross-cultural awareness, and their enthusiasm for language learning. The findings underscore that purposeful international collaboration in a virtual space is a highly effective strategy for creating engaging and productive learning environments. They additionally align with existing European Commission studies on eTwinning’s role in promoting innovative pedagogy, professional development, and inclusivity, while adding a practitioner-led case study from a pandemic context. The paper argues that teacher-led digital PBL projects are not only feasible under restrictive conditions but also transformative for students’ language development and engagement. This article provides a valuable, replicable model for educators seeking to leverage technology and PBL to promote global competencies and overcome the limitations of traditional classroom settings.

Keywords: Project-Based Learning (PBL), eTwinning, Web 2.0 tools, Distance Learning, 21st-Century Skills, Educational Technology.

REFERENCES

1. European Commission: Directorate-General for Education, Youth, Sport and Culture (2013). Study of the impact of eTwinning on participating pupils, teachers and schools – Final report. Publications Office.
2. Larmer, J., & Mergendoller, J. R. (2010). Seven Essentials for Project-Based Learning. Educational Leadership, 68(1), 34–37.