A final project for university-level Spanish language learners.

Abstract

This paper presents a performance-based final project developed for an intermediate Spanish conversation class at Hankuk University of Foreign Studies in South Korea. Designed to assess real-time speaking skills, the project shifts from traditional memorization or written exams to a collaborative, conversation-centered evaluation. Students create a two-part final project in pairs or small groups, starting with a video responding to the question, "What does this university mean to you?" followed by an in-class presentation. This format fosters communicative engagement and allows students to incorporate personal insights, enhancing the authenticity of their spoken Spanish. Grading criteria mirror the standards of the DELE B1 oral exam, focusing on fluency, coherence, lexis, and grammatical accuracy. To further assess students’ spontaneous proficiency, the instructor includes an impromptu question during the presentation. Student evaluations of their peers are incorporated, fostering reflective learning. In a cultural context where passive learning is prevalent, this project facilitates a shift towards active participation, encouraging critical thinking and creativity in a conversational setting. The study demonstrates a successful adaptation of project-based learning to foreign language teaching, highlighting how such assessments can improve student motivation and produce a more accurate reflection of their language capabilities.