This paper aims to discuss the project-based learning approach (PBL) and its implementation in teaching and learning (T&L) Spanish language courses at Universiti Malaysia Terengganu (UMT). It is due to the problem of vocabulary mastery among students who take the course. A total of 24 tourism program students who took Spanish language as a compulsory elective course at UMT were involved in the project, all of whom are level three Spanish students and have previously taken level two and level one Spanish courses at UMT. Students are required to undertake a digital project, which is to produce a creative and innovative Spanish vocabulary teaching video. Students are given a period of eight weeks to complete the project starting with group formation (first week), preparation of digital platform or virtual space (second week), determination of project title and concept (third week), preparation of vocabulary list (fourth week), preparation of storyboards (fifth week) and video filming and recording (sixth to eighth weeks). Video submission was done in the ninth week. Eight students representing each group were then interviewed to obtain feedback on this project-based learning approach. It is hoped that this approach will be able to improve and strengthen Spanish language proficiency among students, further leaping and enabling them to compete internationally and globally.

Project-based learning, Vocabulary, Spanish language