Egas Herrera, Diana CarolinaLuzón Bajaña, Lerida EulaliaGordillo Ordoñez, Julissa Lilibeth2026-06-162026-06-162025-12-29Luzón Bajaña, L. E., & Gordillo Ordoñez, J. L. (2025). The Impact of Teaching Methodologies on the Motivation and Speaking Proficiency of High School Students, comprensión auditiva, EFL. Universidad Bolivariana del Ecuador.MAESTRÍA EN PEDAGOGÍA DEL INGLÉS COMO LENGUA EXTRANJERAhttps://dspace.ube.edu.ec/handle/123456789/3754TESIS-MAESTRÍAThe need to communicate in English has been widely recognized as essential for both academic and professional success. However, most high school students in Ecuador lack motivation to learn the target language, focusing primarily on passing exams rather than developing actual language proficiency. This study analyzes strategies to enhance motivation in English language learning within the context of Unidad Educativa Fiscal “27 de Octubre”, located in Manabí Province, Ecuador. The research focuses on the implementation of modern methodologies, including Cooperative Learning, Task-Based Language Teaching (TBLT), and Communicative Language Teaching (CLT). A mixed-method approach was employed combining surveys, classroom observations, and interviews with students and teachers to assess motivational factors and learning preferences. The results have demonstrated that the use of interactive methodologies, technology integration, and gamification significantly improves student engagement and target language acquisition. Furthermore, the study suggests the application of student-centered approaches, real-life tasks, and digital tools to create dynamic and meaningful learning experiences. These findings provide valuable insights for EFL teachers aiming to enhance student motivation and English language proficiency among high school learners.en-UShttp://purl.org/coar/access_right/c_abf2Student motivationinteractive methodologiesenglish language learningThesis