Keywords

Willingness to Communicate (WTC), Project-Based Learning (PBL), Open Badges, Language Learning, K-12, Spanish

Description

This design project investigates the use of project-based Open Badges to increase secondary students’ willingness to communicate (WTC) in a second language. Drawing on research identifying motivation and confidence as key predictors of communicative competence, the project integrates Project-Based Learning (PBL) with digital badging to support meaningful language use.

The intervention was piloted in a 9th-grade Spanish classroom in Davis School District, Utah. Six badges were developed across two instructional units, requiring students to complete authentic, performance-based tasks such as interpersonal conversations and presentational speaking. Students submitted evidence and reflections through a Canvas-integrated badging platform.

The design emphasized learner autonomy, real-world communication, and scaffolded progression, aligning with ACTFL standards and district goals for personalized, transferable learning. Supporting materials included instructional modules, rubrics, and explanatory videos.

Findings from stakeholder feedback suggest that project-based badging can enhance student motivation, build confidence, and promote more authentic language use. This project offers a scalable model for integrating digital credentials into K–12 language education to support students’ willingness to communicate.