Artículos Científicos

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https://dspace.ube.edu.ec/handle/123456789/72

La colección Artículos Científicos reúne la producción académica y científica desarrollada por docentes, investigadores y estudiantes de posgrado de la Universidad Bolivariana del Ecuador (UBE).

Incluye artículos orientados al estudio de la enseñanza del inglés como lengua extranjera, la didáctica de idiomas, la lingüística aplicada, la formación docente, la evaluación del aprendizaje de lenguas y la innovación pedagógica en contextos multiculturales, promoviendo el acceso abierto y la difusión del conocimiento educativo.

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Now showing 1 - 20 of 30

Implementation of the Natural Approach to Enhance Learners Vocabulary of A1-Level
(MQRInvestigar, 2024-12-15) Jumbo Chamba, Mélida Salvadora; Lopez Lopez, Jacqueline Elizabeth; Bonilla Tenesaca, Josué Reinaldo
This research focuses on theNatural Approach to Second Language Acquisition to help learners of fourth-gradelevel A1 of Cesar Dávila Andrade Schoolin Cuenca-Ecuadorimprove their vocabulary. According to research, thisstrategy has generated more interest than other creative language teaching theories, emphasizingthat infancy is the perfect age to acquire a language. As a result, it is vital that students feel engaged in authentic learning and actively learn a new language, which will lead to fruitful conversationsin natural settings. Further, studentsneedmotivation, concentration, and problem-solving skills to achievean adequate levelof English language learning.This meansthatthe teaching-learning process should consider applicability and constraints. Consequently, modern education requires significant adjustments to pedagogical and technology components. In this context, the researcher made a deep analysis of the literature review linked to both variables: the Natural Approach and the improvement of the vocabulary in learners of fourth grade. The methodology utilized was qualitative and quantitative, allowing for data collection via a diagnostic test, a pre-test, a post-test, an observation checklist, and a survey with their parents' approval. The results demonstrated the relevance of using creative strategies based on the natural method to promote vocabulary learning in English.
Communicative language teaching principles to improve students' talkingtime in A1-level students
(Revista PUCE, 2024-11-29) Campoverde Hidalgo, Cristina Marcela; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué Reinaldo
The recognition of the global importance of English and its inclusion in the curriculum of the Ministry of Education of Ecuador t is significant for the country. However, despite these efforts, challenges persist for students, including limited opportunities to practice, the perception of the difficulty of English, and the lack of language resources. This study addresses these challenges by investigating strategies to improve students' speaking time, focusing on Communicative Language Teaching methodology. Specifically, the research explores how Communicative Language Teaching principles can mitigate the impact of resource limitations on students' speaking time, particularly among fifth-grade students in Quito at the A1 level. Quantitative data were collected through a survey, following the implementation of a demonstration class. At the same time, qualitative insights were obtained through open-ended questions and the establishment of an interactive environment for language learning using Communicative Language Teaching methods. Drawing on theories of Social Interactionism, particularly Vygotsky’s perspective, the research emphasizes collaborative learning. Findings reveal a strong interest among students in adopting the principles of Communicative Language Teaching, with many expressing a preference for this pedagogical approach. Collaborative activities, role-plays, and partner work positively impacted speaking skills, vocabulary development, and collaborative problem-solving skills.
Application of Neutrosophic Statistics and the Communicative Pedagogical Model to Optimize Pronunciation Teaching in A1 Students of Technical Careers in Higher Education
(Neutrosophic Sets and Systems, 2025-06-17) Hernández Magallanes,Rosa; Letamendi Lazo, Carmen; Bonilla Tenesaca, Josué
This study presents findings aimed at improving English pronunciation instruction for A1-level students enrolled in technical programs at a public institution in Guayaquil, Ecuador. The research integrates neutrosophic statistics with the Communicative Language Teaching (CLT) approach to address ambiguity and complexity in educational contexts. Key factors such as teaching methodology effectiveness, instructors' content knowledge, CEFR implementation, course-objective alignment, module relevance, and departmental management were assessed. The neutrosophic framework enabled the identification of strengths, weaknesses, and areas of indeterminacy requiring contextual intervention. Based on the findings, the study proposes pedagogical alternatives through an English for Specific Purposes (ESP) model aligned with the technical profiles of each program. Emphasis is placed on communicative strategies to enhance pronunciation and foster active language use. The proposed integrative strategy offers a comprehensive and innovative approach to improving the quality of English instruction in higher education.
Storytelling to improve speaking skills in a2 level students
(Ciencia Y Educación, 2026-01-03) Gualán Benítez, Maribel Martina; Jiménez Alvarez, Marisela; Bonilla Tenesaca, Josué Reinaldo
The objective of this research was to determine whether storytelling can help improve the speaking skills of ninth-grade students at the A2 level. The study was based on the hypothesis that storytelling is an effective strategy for enhancing students’ oral communication abilities. A mixed-methods research approach was employed. Quantitative data were collected through pre-tests and post-tests, while qualitative data were gathered through interviews conducted with three English teachers and participating students to obtain their opinions and suggestions. The theoretical methods applied included analysis–synthesis and inductive–deductive reasoning. The initial findings revealed that students experienced difficulties in oral expression, characterized by hesitation, pronunciation errors, limited vocabulary, and low motivation. To address these challenges, students participated in a series of storytelling-based activities, including guided storytelling exercises. At the end of the intervention, they created and presented their own stories. The results demonstrated a significant improvement in students’ speaking performance, particularly in terms of fluency, vocabulary range, and confidence. Moreover, students showed increased motivation and a greater willingness to communicate in English. Their participation and interaction during conversational tasks also improved considerably. In conclusion, the integration of storytelling as a communicative approach not only promotes linguistic development but also fosters student autonomy and creativity. These findings highlight the value of narrative-based activities in A2-level classrooms and suggest their potential for broader application in English language teaching.
Reflective journals in WhatsApp to improve writing skills in a2 level students
(Universidad Bolivariana del Ecuador, 2025-01-29) Figueroa Ramos, Marcelo Javier; López López, Jacqueline Elizabeth; Bonilla Tenesaca, Josué Reinaldo
The objective of this study was to determine whether the implementation of reflective journals through WhatsApp had a positive impact on the development of English writing skills among second-year high school students majoring in Computer Science from class “C” at Salinas Innova Educational Unit. The study was based on the hypothesis that English writing skills can be improved through the use of reflective journals on WhatsApp. A quantitative research approach was employed. The theoretical methods included analysis-synthesis, inductive-deductive reasoning, and the systemic-structural method. Data collection techniques consisted of surveys and statistical analysis. The instruments used were a questionnaire, Hutchinson and Waters’ Second Model for Needs Analysis, a diagnostic test, a pre-test, and a post-test administered after the implementation of the proposal. The results showed that the students’ average English language proficiency level was A2. The participants expressed interest in improving their writing skills by keeping reflective journals on WhatsApp outside the classroom. Furthermore, the analysis of the post-intervention results revealed an improvement in students’ writing performance after the implementation of the reflective journals. Based on the findings of the study, it can be concluded that the use of reflective journals through WhatsApp had a positive impact on the improvement of students’ English writing skills.
Wordwall in the teaching process of English-A1 in the school of training of soldiers (ESFORSE)
(MQRInvestigar, 2025-07-09) Bocancho Tonato, Jenny Paola; Sinche Caraguay, Nancy Irene; Jurado Martínez, María Gabriela; Bonilla Tenesaca, Josué Reinaldo
In the research of language learning, vocabulary expansion is critical for developing language proficiency. Vocabulary serves as the fundamental basis for proficiency in any language. This researchthe imperative for integrating digital resources into the English A1 language instruction process for students at the School of Military Training in Ecuador (ESFORSFT).Methodologically, the study employed a quasi-experimental design. It included 25 students selected through non-probabilistic convenience sampling, thus utilizing both qualitative and quantitative techniques for evaluation. The findings indicated a statistically significant improvement. Interventions primarily focused on leveraging the Wordwall platform to enhance English vocabulary, and an initial survey was administered to gather information regarding prior familiarity with this technological resource.Preliminary results, prior to the implementation of Wordwall-based activities, demonstrated that while most participants had heard of the platform, they lacked clear understanding of its functions and benefits. However, subsequent to the application of the activities, students reported a strong interest, affirming that the platform facilitated their vocabulary expansion, thereby improving their speaking fluency in English. Furthermore, a positive impact on their English spelling proficiency was observed. In conclusion, the adoption of the Wordwall platform received a favorable reception within the institution. Its numerous exercises fostered self-directed learning and significantly motivated students to practice. Ultimately, the integration of the Wordwall platform as a key tool is deemed important for promoting active and constructive English language learning.
Using Debates as Project-Based Learning to Improve Oral Expression in B1 Teenage Ells
(Revista Iberoamericana De educación, 2025-06-05) Mosquera Zapata, María Isabel; Letamendi Lazo, Carmen Andrea; Bonilla Tenesaca, Josue Reinaldo
This study evaluates the impact of debate as a project-based learning strategy on the speaking skills of B1-level English students. Conducted in a bilingual high school with 21 students aged between 16 and 18 years, the research adopts a qualitative design. Data were collected through a diagnostic speaking test, observation checklists, and student surveys. The results showed improvements in fluency, coherence, and critical thinking. Hutchinson and Waters’ needs analysis guided the curriculum design. The findings suggest that debate not only enhances oral proficiency but also promotes student engagement. These results highlight the value of active learning approaches in language development and position debate as an effective tool for improving speaking skills.
Learning apps for the development of speaking skills in English as a foreign language students
(Ciencia Y Educación, 2025-10-10) Rosado Castro, María del Carmen; Cazar Costales, Segundo Salvador; Letamendi Lazo, Carmen Andrea; Bonilla Tenesaca, Josué Reinaldo
This paper investigates the impact of mobile applications on the speaking skills of English as a Foreign Language (EFL) learners. Given the low level of English proficiency in Ecuador, attributed to limited opportunities for oral communication practice, outdated pedagogical approaches, and insufficient technological knowledge among teachers, this study aims to promote the use of technological tools such as HelloTalk, Speaky, and Mondly to foster more meaningful and engaging learning experiences. A mixed-methods approach was implemented with a sample of 50 high school students. Students’ fluency, pronunciation, vocabulary, coherence, and interaction were assessed through a pre-test and a post-test. The results revealed significant improvements resulting from the technological intervention, particularly in verbal fluency, overall confidence, and oral communication skills. The use of applications based on the Tandem Collaborative Learning Model enabled students to interact with native speakers or artificial intelligence, providing authentic contexts for language practice. Furthermore, students demonstrated high levels of motivation and autonomy as they engaged in self-directed learning environments. This study highlights that English language learning can be enhanced through the use of mobile applications, provided that their implementation is supported by a sound pedagogical framework. Such a framework should extend beyond the development of basic communication skills and incorporate an integrated approach that prepares learners to navigate real-world globalized professional environments.
Enhance Reading Skills Through Blending Sounds Methodology to Students from The Tenth Grade
(Universidad Bolivariana del Ecuador, 2024-10-08) Males Quishpe, Andrea Mishell; Olalla Ajila, Jonathan David; Letamendi Lazo, Carmen Andrea
This study evaluated the effectiveness of the "Blending Sounds" Methodology in improving the reading and pronunciation skills of tenth-grade students at the “Unidad Educativa Fiscal Oswaldo Guayasamín” in Quito, Ecuador. A quasi-experimental design was used, with an experimental group receiving the "Blending Sounds" intervention and a control group following conventional English teaching methods. The primary goal was to determine whether this specific methodology could significantly enhance students' phonological awareness, pronunciation, reading fluency, and comprehension in English. The research began with a pre-test to establish baseline skills in two key areas: phonological awareness and pronunciation and reading fluency and comprehension. The results showed similar initial skill levels in both groups, with the experimental group scoring 5.5 in phonological awareness and pronunciation and 6.0 in reading fluency and comprehension, while the control group scored 5.7 and 5.8, respectively. This comparability ensured a fair starting point for assessing the impact of the intervention. Following the implementation of the "Blending Sounds" Methodology, the post-test results revealed significant improvements in the experimental group. The mean scores increased to 6.8 for phonological awareness and pronunciation and 7.2 for reading fluency and comprehension. In contrast, the control group showed only slight changes, with a mean score of 6.1 for phonological awareness and pronunciation and 6.4 for reading fluency and comprehension. A T-test confirmed these differences were statistically significant, with T-statistics of 26.66 for phonological awareness and pronunciation and 60.93 for reading fluency and comprehension, and pvalues far below the threshold for significance. These findings indicate that the "Blending Sounds" Methodology had a substantial positive effect. Overall, the study demonstrates that the "Blending Sounds" Methodology effectively improves critical language skills, suggesting its potential as a valuable tool for enhancing English proficiency among students. The research recommends further implementation of this approach in similar contexts and encourages additional studies to explore its broader applications.
Applying the Scenario-based Learning (sbl) to Improve Writing Fluency in A2 Learners
(Identidad Bolivariana, 2026-05-21) Soria Naranjo, Angelli Natali; Guerrero Segura, Rodrigo Antonio; Bonilla Tenesaca, Josué Reinaldo; Egas Herrera, Diana Carolina
This study examines the effectiveness of Scenario-Based Learning (SBL) as a pedagogical strategy to enhance writing fluency among A2-level English lear-ners at a public school in Riobamba, Ecuador. A mixed-methods approach was used, combining quantitative and qualitative instruments for comprehensive analysis. A quasi-experimental pretest-posttest design involved 35 seventh gra-ders attending 12 sessions over three weeks. Writing fluency was measured through rubric-based pre- and post-tests. A Likert-scale survey gathered lear-ners’ perceptions of SBL, while qualitative field notes documented participation, engagement, and progress. Methodological triangulation validated findings by comparing quantitative and qualitative data. Learners are expected to improve in writing fluency, especially in coherence and lexical diversity, and to express positive attitudes toward SBL.
Drama-based techniques for teaching speaking in efl classrooms applied to 1st bachelor’s teenagers
(Revista Multidisciplinar De Estudios Generales, 2025-01-08) Sayago Garcia, Karla Antonieta; Véliz Espinoza, Cristian Alberto; Letamendi Lazo, Carmen Andrea; Reinaldo Tenesaca, Josue Bonilla
This study investigates the use of drama-based techniques as an effective teaching approach to enhance speaking skills in A2-level teenage learners of English as a Foreign Language (EFL). Due to the communication challenges faced by adolescent learners with lower skills, drama provides an engaging method for participating in authentic language use. Techniques such as: role-playing, and process drama create significant scenarios that improve fluency and motivation. Drawing from theoretical frameworks and empirical studies, this research highlights how drama enhances language acquisition by minimizing emotional obstacles and encouraging active participation. The findings suggest that integrating drama into speaking classes enhances verbal abilities while promoting student autonomy and teamwork. This research adopts a qualitative and quantitative mixed-methods paradigm within the framework. It utilizes an Action Research methodology as it is conducted by a teacher-researcher with the goal of enhancing students’ speaking abilities in an authentic EFL classroom environment. This pre-test aims to assess the existing speaking skills of teenage EFL students before the implementation of drama-based methods. It focuses on oral fluency, confidence, vocabulary usage, and interactive communication via questions and prompts connected to everyday life, social engagement, and descriptions. The present study reveals that, applying drama-based technique demonstrate most of the students gain satisfactory prior knowledge like as: self-confident, security and positive attitude and aptitude when they need to do any exposure, let them in side anxiety, nervous, insecurities. So, is important that the technique of drama, is an excellent option for students to strategy in developing communicative skill and our professors obtain more experience in the teaching teacher.
The Use of Task-Based Language Teaching (TBLT) to Improve Writing Skills
(Universidad Y Sociedad, 2026-04-30) Sailema Moyolema, Lizbeth Valeria; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué Reinaldo
This study examined the effectiveness of Task-Based Language Teaching (TBLT) in improving writing skills among beginner EFL learners. The research addressed the need to move beyond traditional teacher-centered ap-proaches by adopting communicative methodologies that promote meaningful language use in real contexts. The main objective was to evaluate the impact of structured task-based activities on students’ writing performance, motivation, and engagement. A mixed-methods design was implemented, integrating quantitative and qualitati-ve data collection techniques. Pre- and post-writing tests were administered to measure students’ performance, while classroom observations and an emotional perception survey provided insights into learners’ experiences and attitudes. The intervention was conducted over six weeks and was organized through structured task sequences, guiding students from initial preparation to post-task re-flection. The findings revealed significant improvements in vocabulary use, grammatical accuracy, coherence, and task completion. Additionally, students reported increa-sed motivation, greater confidence, and reduced anxiety when participating in writing activities. These results su-ggested that TBLT supported both linguistic development and emotional engagement. The study highlighted the im-portance of incorporating structured communicative tasks into EFL writing instruction at the beginner level.
The Use of Podcasts to Develop Speaking Skills in A2-Level EFL Students
(Revista Científica Multidisciplinar G-Nerando, 2025-11-25) Morales Vera, Diana Elizabeth; Sánchez Oviedo, Edison Daniel; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué Reinaldo
Developing speaking skills remains one of the significant challenges in English as a Foreign Language (EFL) classrooms for learners at the A2 Level. This study addresses the urgent need to apply accessible teaching strategies that foster fluency, pronunciation, and coherence in oral production. Podcasts are becoming increasingly popular as digital tools that offer exposure to authentic language, encourage repetition and reflection, and enable students to become content creators through planning, scripting, and recording. While educational technology continues to expand, few studies have focused on the impact of structured podcast-based activities on the oral performance of lower-level learners in schools with limited resources. This research aims to explore the effect of implementing speaking tasks to guide and evaluate the oral performance of A2 students using podcast production on their speaking development, using rubrics that emphasize fluency and communicative competence. The study will be conducted with students from a public high school in Guayaquil, and the results will provide insights for EFL educators seeking low-cost, practical methods to enhance speaking skills in early-stage learners using technology.
Assessing the effectiveness of task-based learning to enhance B1 EFL students' speaking skills
(MQRInvestigar, 2025-08-13) Martínez Urgilés, Christian Paú; López López, Jacqueline Elizabeth; Bonilla Tenesaca, Josué Reinaldo
Developing speaking skills is essential in English language learning; however, traditional methods that emphasize rote memorization and extensive grammar drills often fail to promote communicative competence. Task Based Learning (TBL) addresses this gap byengaging students in meaningful, real-world tasks that promote interaction and skill acquisition. This study aimed to assess the impact of TBL on speaking skills of B1 level EFL learners from a private university in Ecuador. This quasi-experimental study involved a total of 124 students divided into an experimental group (n= 99) taught via TBL with a control group (n=25) using conventional methods. Over 14 weeks the experimental group engaged in 25 sessions of 50 minutes each, while the control group followed a traditional curriculum. Pretest and post-test scores were collected using the Cambridge PET speaking criteria, which evaluate grammar and vocabulary, discourse management, pronunciation, and interactive communication. The results showed that the participants in the experimental group made significant gains across all subskills, particularly discourse management (d = 1.35) and pronunciation (d = 1.28) with large effect sizes. In contrast, the control group demonstrated slight gains, primarily in grammar. Furthermore, a post-intervention Likert scale questionnaire showed that students perceived TBL as more engaging, relevant and useful to improve their speaking skills. These findings demonstrate that TBL can be a useful approach for improving speaking skills in language learners. While these results seem promising, further studies are recommended to test these outcomes in larger groups or across different proficiency levels through an experimental design.
The Eclectic Approach to Enhance Multiple Intelligences for Speaking Skills in A2 Level Students
(Maestro y Sociedad, 2025-12-25) Guzmán Brito, Dayana Dailé; Jiménez Alvarez, Marisela; Bonilla Tenesaca, Josué Reinaldo
Introduction: This study evaluated the effect of an eclectic approach based on Gardner's theory of Multiple Intelligences (MI) on the development of oral expression in A2-level students of English as a Foreign Language (EFL). Starting from the premise that traditional oral language teaching often fails to consider individual cognitive differences, the research proposed that personalizing activities according to students' dominant intelligences would enhance their fluency, accuracy, and confidence when speaking. Materials and methods: A mixed-methods design was used with 19 students from Harvest School. The intervention included an MI assessment, pre- and post-tests administered using rubrics, observations, surveys, and student reflections. A workbook with eclectic activities targeting different intelligences was developed and implemented. Results: Quantitative and qualitative analyses showed significant improvements in oral skills after the intervention. Mean scores for fluency, accuracy, and confidence increased markedly in the post-test. Surveys and observations reflected increased student motivation, participation, and a more positive perception of the activities. Discussion: The results indicate that the eclectic approach integrated with Multiple Intelligences theory is effective in improving oral production at the A2 level, as the personalized activities fostered an inclusive and less anxiety-inducing learning environment. The gains are attributed to meaningful and contextualized practice, and to attention to individual learning styles. Conclusions: The study concludes that integrating an eclectic approach with Multiple Intelligences theory is a viable and effective pedagogical strategy for developing oral expression skills in A2-level EFL learners, and its incorporation into curriculum designs is recommended. Future research with larger samples and longer intervention periods is suggested.
The effectiveness of oral corrective feedback for improving segmental pronunciation in a2 efl learners in a military context
(Ciencia Y Educación, 2026-04-25) Casa Molina, Pamela Elizabeth; Núñez Melo, Nayeli Nicole; Bonilla Tenesaca, Josué Reinaldo; Egas Herrera, Diana Carolina
The aim of this study was to examine the effects of oral corrective feedback on the development of segmental pronunciation among A2-level English as a Foreign Language (EFL) learners in a military educational context. The study employed a quasi-experimental design with a mixed-methods approach. Thirty adult learners participated and received communicative English instruction with the systematic integration of pronunciation into oral activities. Corrective feedback was provided naturally during classroom interaction, with an emphasis on recasts and explicit correction. Data were collected through pronunciation tests administered before and after the intervention, as well as classroom recordings used to identify feedback types and learner response patterns. Quantitative results revealed a statistically significant improvement in segmental pronunciation accuracy at the end of the instructional period. Qualitative analysis showed that, although recasts were the most frequently used type of feedback, explicit correction generated higher levels of learner uptake with repair. In addition, recurrent difficulties were identified in the production of specific English consonant and vowel sounds. The findings suggest that oral corrective feedback is an effective pedagogical strategy for promoting the development of segmental pronunciation among beginner-level learners. In particular, explicit correction appears to be especially beneficial in facilitating the immediate identification and modification of phonological errors in learners with limited linguistic proficiency.
The effectiveness of phonological instruction for the development of oral skills in A1 level students
(Revista Científica Multidisciplinar G-Nerando, 2026-04-17) Alarcón Franco, Marcela; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué Reinaldo
This study examined the effectiveness of a phonological instruction program in developing oral skills among A1-level students in a rural school in Ecuador. The research was conducted at La Siberia Educational Unit in Mache, Pedernales (Manabí), with a group of seven elementary school students. The program incorporated phonological activities, including explicit instruction on segmental features (vowels, consonants, and minimal pairs), as well as suprasegmental elements such as stress and rhythm. In addition, communicative pronunciation tasks were implemented to promote meaningful oral production. A mixed-methods design was adopted, combining quantitative data from pre-and post-speaking assessments with qualitative data obtained through classroom observations and student perception questionnaires. The findings revealed noticeable improvements in students’ intelligibility, pronunciation accuracy, and confidence when speaking English. Furthermore, students showed positive attitudes toward the phonological activities, which helped them organize and use language more effectively. Overall, the results suggest that this type of instruction can support the development of oral skills and contribute to more equitable language learning opportunities in rural contexts.
Talkpal as a Digital Tool to Support B1 English Speaking Skill Development
(Arandu UTIC, 2026-02-25) Díaz Díaz, Sonia Elizabeth; Salazar Sánchez, Emily Rocío; Egas Herrera, Diana Carolina; Bonilla Tenesaca, Josué Reinaldo
The implementation of artificial intelligence (AI) tools in second language learning is presented as a transformative strategy for promoting communicative competence, one of the most significant challenges for students and one that teachers seek to optimize. This article aims to conduct an in-depth analysis of the impact of the digital tool Talkpal, a personalized conversational platform powered by AI that offers an interactive learning experience, as a scaffolding strategy to optimize oral proficiency in B1 English learners. To achieve this objective, this research employs a mixed-methods approach, combining quantitative and qualitative methods to analyze students’ performance before and after using the Talkpal application and to obtain a comprehensive understanding of the relationship between the dependent and independent variables. Results were obtained through various instruments, including classroom observation, initial and final survey on students’ perception of the Talkpal tool, pre- and post-intervention speaking tests assessed using a B1-level rubric, and exit tickets collected after each session. The findings, based on a sample of 22 B1-level students, suggest that the conversational tool creates a real, dynamic, adaptive, and interactive practice environment, leading to improvements in fluency and pronunciation, as well as greater student motivation and confidence in oral communication.
The Use of Podcasts to Develop Speaking Skills in A2 Level Students
(Arandu UTIC, 2025-09-08) Pintado Gallegos, Sheyla Fernanda; López López, Jacqueline Elizabeth; Bonilla Tenesaca, Josue Reinaldo
Speaking skills are regarded as one of the most important aspects in an ESL (English as a Second Language) classroom, even though the learning process presents challenges that teachers face when aiming to improve students' speaking abilities, such as pronunciation, fluency, and lexical resources during communication. However, teachers are continually searching for new approaches or techniques to help develop students' speaking skills. Therefore, this article aims to assess the effectiveness of podcasts as a tool to improve speaking skills in A2-level students. To achieve this goal, the author used a mixed-methods research design, incorporating both qualitative and quantitative components that facilitate a better understanding of data collection, analysis, and discussion of results. This approach helps establish the relationship between the independent variable “Podcasts” and the dependent variable “speaking skills.” The study aimed to determine how effective podcast activities are, assess their impact on speaking skills, and explore learner attitudes to gain a deeper understanding of speaking skill development in A2-level students using podcasts. The population consisted of 25 students selected through the systematic sampling method; their ages ranged from 11 to 12 years old, and all were at the A2 level. Data were collected using instruments such as pre- and post-surveys and pre- and post-tests for quantitative data, while the surveys also provided qualitative insights. The data were analyzed both qualitatively and quantitatively. The results showed that the podcast sessions had a significant and positive impact on participants' speaking skills.
Task-Based Activities to Improve Speaking Skills in A2 EFL Learners
(Arandu UTIC, 2025-09-17) Paredes Carrasco, Steven Paúl; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josue Reinaldo
Ecuador, a plurilingual and multilingual country highly influenced by globalization, seeks to strengthen English language skills. This study aims to explore the effectiveness of implementing task-based activities to develop oral skills in A2 learners of English as a foreign language. A total of 30 teenage students from Unidad Educativa Particular Raúl González Astudillo-La Providencia were administered a 4-week treatment, during which they developed specific tasks, such as role-plays, debates, discussions, and presentations that predominantly involved oral communication in an individual and collaborative manner. Moreover, the literature review of this article consisted of the most prominent authors whose results are aligned and contrasted with the current reality of the country, as well as their publication dates between 2010 and 2025. To achieve the objective, this study was quantitative in nature with a quasi-experimental and action research design to collect data from two groups, A and B. Group A was exposed to the treatment, and subsequently, conclusions were drawn that may suggest modifications to the teacher-researcher's teaching methodologies. To measure results and students' perceptions, instruments such as a pre-test and post-test with a rubric, as well as a survey with a Likert scale, were implemented successfully. Therefore, motivation, interaction, and fluency rates increased when students in the controlled sample were exposed to task-based activities, in contrast to those in group B, who did not receive the treatment.

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