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The objective of this study was to determine the effect of the application of project-based learning on the development of oral production (speaking) of the English language in fifty-two students who attend to Unidad Educativa Pelileo in the elementary level A.1.2 according to the Board of Ecuadorian education. The qualitative-quantitative method was used in the research; qualitative because the performance of students in class and quantitative was observed because the grades obtained in the pre and post-test were statistically analyzed. The population for this research was divided into two groups: control with twenty-seven students and the experimental group with twenty-five students. Furthermore, the research was quasi-experimental, bibliographic and field, since the experimental group was observed and submitted to an intervention plan with a project-based learning treatment. The instrument used to evaluate the independent variable was the Key English Test (KET) (MOCK) test that was applied before and after the intervention plan. The data obtained were tabulated, analyzed, interpreted and subjected to a T-student test in order to verify the hypothesis and conclude that the null hypothesis was rejected and the alternative hypothesis was accepted. It means that the treatment with project-based learning contributed to a significant improvement in oral production performance, reflected in the parameter scores of: grammar and vocabulary, pronunciation, and interactive communication established in the assessment instrument. Therefore, teachers are suggested to apply project-based learning in the development of oral production.
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