The Effectiveness of Project-Based Learning Approach with IR4.0 Integration on Mastering Spanish Vocabulary Among University Students in Malaysia

Abstract

This study investigates the effectiveness and pedagogical appropriateness of integrating Project-Based Learning (PBL) with Industry 4.0 (IR 4.0) digital tools in enhancing Spanish vocabulary mastery among Malaysian university students. Grounded in constructivist and experiential learning theories, the study adopts a mixed-methods exploratory design employing a one-group pre–post quasi-experimental approach with embedded qualitative data. Quantitative data were obtained from vocabulary pre- and post-tests as well as writing and speaking assessments linked to a video-based project, while qualitative data were collected through semi-structured interviews and classroom observations. Participants comprised 24 undergraduate students enrolled in a Level 3 Spanish course at a public university in Malaysia, with eight students purposively selected for the qualitative phase. Quantitative findings revealed a statistically significant improvement in vocabulary performance from pre-test to post-test, with a large effect size, indicating the strong impact of the PBL + IR 4.0 intervention. Improvements were also observed in students’ writing and speaking performance, as reflected in higher post-intervention grades. Qualitative findings further indicated positive student attitudes towards the approach, highlighting enhanced engagement, learner autonomy, digital literacy, and the development of transferable soft skills such as collaboration and time management. However, the study also identified several challenges, including unstable internet connectivity, financial constraints, unequal group participation, and unconducive home learning environments, reflecting broader digital divide issues. Overall, the findings suggest that PBL integrated with IR 4.0 tools constitutes a robust and adaptable pedagogical model for foreign language learning. The study contributes empirical evidence to the growing literature on technology-enhanced PBL and offers implications for instructional design, institutional support, and future research in digitally mediated language education.