Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 20-29, 2026
https://doi.org/10.62574/rmpi.v6i1.494
20
Estrategias didácticas para fortalecer competencias orales en inglés en
estudiantes de pregrado universitario
Teaching strategies to strengthen oral English skills in undergraduate
students
Tony Edward Monterrosa-Villa
tonymonterrosa.doc@umecit.edu.pa
Universidad Metropolitana de Educación Ciencia y Tecnología (UMECIT), Panamá, Provincia de
Panamá, Panamá
https://orcid.org/0009-0004-1976-8084
ABSTRACT
The research evaluated the application of active teaching strategies communicative gamification,
microlearning, and ubiquitous learning in introductory university English courses using a quasi-
experimental mixed design with 69 students from public and private institutions. The objective was to
determine the effectiveness of applying teaching strategies to strengthen oral English skills in
undergraduate students. The results showed significant increases between pre-test and post-test in
communicative competence, with average improvements of around twelve points and high effect sizes,
maintaining the initial gap between institutional contexts but with parallel progress. The discussion
interprets that brief communicative practice, immediate feedback, and interactive mediation explain the
observed change. Teachers reported greater oral participation despite technological limitations, while
student perception was moderate, indicating a gap between measured progress and subjective
confidence. The pedagogical effectiveness of active methodologies is confirmed.
Descriptors: language teaching; second language teaching; bilingual education. (Source: UNESCO
Thesaurus).
RESUMEN
La investigación evaluó la aplicación de estrategias didácticas activas gamificación comunicativa,
microaprendizaje y aprendizaje ubicuo en cursos iniciales de inglés universitario mediante un diseño mixto
cuasi experimental con 69 estudiantes de instituciones públicas y privadas. El objetivo fue determinar la
efectividad de la aplicación de estrategias didácticas para fortalecer competencias orales en inglés en
estudiantes de pregrado universitario. Los resultados mostraron incrementos significativos entre pretest y
postest en competencia comunicativa, con mejoras promedio cercanas a doce puntos y tamaños de
efecto altos, manteniéndose la brecha inicial entre contextos institucionales, pero con progreso paralelo.
La discusión interpreta que la práctica comunicativa breve, la retroalimentación inmediata y la mediación
interactiva explican el cambio observado. Docentes reportaron mayor participación oral pese a
limitaciones tecnológicas, mientras la percepción estudiantil fue moderada, indicando desfase entre
progreso medido y seguridad subjetiva. Se confirma la efectividad pedagógica de las metodologías
activas.
Descriptores: enseñanza de idiomas; enseñanza de una segunda lengua; educación bilingüe. (Fuente:
Tesauro UNESCO).
Received: 16/11/2025. Reviewed: 27/11/2025. Approved: 18/12/2024. Published: 16/01/2026.
Research articles section
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 20-29, 2026
Estrategias didácticas para fortalecer competencias orales en inglés en estudiantes de pregrado universitario
Teaching strategies to strengthen oral English skills in undergraduate students
Tony Edward Monterrosa-Villa
21
INTRODUCTION
In Latin American higher education, teaching English as a foreign language continues to
represent a highly complex pedagogical challenge, especially in introductory courses where the
functional foundations of academic and professional communication are laid. Although
university programmes have incorporated curricular guidelines and methodological reforms
aimed at developing communicative competence, the performance levels achieved by a
significant proportion of students do not correspond to the expected graduate profiles. This
discrepancy suggests the existence of didactic, contextual and motivational factors that directly
influence the process of language acquisition. From this perspective, various analyses of
university language education have pointed out that the persistence of models focused on
grammatical memorisation and literal translation limits the transfer of knowledge to real-life
interaction situations. In line with this, Caicedo-Quinteros (2023) argues that learning styles
have a decisive influence on the effectiveness of the training process, so that English language
teaching requires flexible strategies that respond to the cognitive diversity present in the
classroom. Based on this premise, it is recognised that methodological uniformity reduces active
participation and weakens early oral production.
Within this interpretative framework, contemporary language teaching has promoted active
approaches that prioritise participation, the resolution of communicative tasks and the social
construction of meaning. In relation to this, Chica-Esquivia (2023) explains that participatory
strategies increase student involvement and encourage the functional practice of the language
within guided pedagogical scenarios. This methodological orientation shifts the exclusive
protagonism of the teacher and places the learner as the agent of their own linguistic progress.
In line with the above, hybrid and digital environments have introduced pedagogical working
methods that combine face-to-face interaction, virtual interaction, and immediate response
resources. In this regard, García-Córdova and Franco-Lazarte (2025) report that the integration
of combined learning models contributes to strengthening English comprehension when
activities are designed with clear communicative objectives. This approach suggests that
educational technology produces better results when it responds to defined linguistic purposes
and not just to instrumental novelty.
On a theoretical level, communicative competence is one of the conceptual pillars for
understanding foreign language learning in formal contexts. According to Canale and Swain
(1980), communicative competence is not restricted to structural knowledge of the language,
but integrates sociolinguistic, discursive and strategic components that enable appropriate
action in interactive situations. Therefore, effective teaching must provide scenarios where
students negotiate meaning, adapt their discourse and resolve expressive difficulties during the
exchange. From a sociocultural perspective on learning, mediated interaction plays a central
formative role in the construction of linguistic knowledge. In line with this position, Vygotsky
(1978) argues that cognitive development is enhanced when learners participate in shared
activities with gradual support, which supports the use of collaborative dynamics and
pedagogical mediation resources. Under this approach, the language classroom is conceived as
a space for discursive co-construction rather than simply the transmission of rules.
In line with the psycholinguistic dimension, emotional factors also condition the student's
disposition towards oral production. In accordance with this idea, Krashen (1982) argues that
anxiety, negative self-perception and fear of error can act as barriers that block language
acquisition. Thus, learning environments that incorporate playful dynamics, gradual challenges,
and respectful feedback tend to facilitate initial communicative participation. In the applied field,
proposals for pedagogical gamification, microlearning, and ubiquitous learning have gained
prominence as methodological alternatives that combine motivation, cognitive brevity, and
flexible access to content. These strategies organise the learning experience into short
sequences, progressive challenges and immediate response activities, which helps to maintain
attention and promote frequent practice. However, most of the experiences reported are
concentrated in specific institutional contexts, without systematic comparison between different
educational realities.
In relation to the institutional context, infrastructure conditions, technological availability, and
student academic workload can modify the way a teaching strategy is implemented and utilised.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 20-29, 2026
Estrategias didácticas para fortalecer competencias orales en inglés en estudiantes de pregrado universitario
Teaching strategies to strengthen oral English skills in undergraduate students
Tony Edward Monterrosa-Villa
22
In line with this observation, Coronel and Puchi (2024) describe how educational environments
with unequal resources show different responses to the same methodological proposals, due to
variations in connectivity, institutional support, and pedagogical culture. Therefore, comparing
results between public and private institutions allows for a more accurate understanding of the
real scope of teaching innovations. Based on the above, there is a need to systematically
examine the impact of active teaching strategies on the development of communicative
competence in English within higher education, considering differences in institutional context.
This research orientation provides criteria for curricular decision-making and for the design of
teacher training programmes oriented towards participatory methodologies.
Thus, the research objective was to determine the effectiveness of the application of teaching
strategies to strengthen oral skills in English among undergraduate university students.
METHOD
From a methodological point of view, the research was structured using a mixed approach that
integrated quantitative and qualitative analysis with the aim of interpreting the educational
phenomenon from a dual perspective: measuring linguistic performance and understanding the
pedagogical experience of teachers and students. This combination made it possible to relate
variations in performance to perceptions, practices and conditions of application of the teaching
strategies implemented.
In relation to the quantitative component, a quasi-experimental design was adopted with
measurement before and after the pedagogical intervention, without random assignment of
participants, given that the academic groups were already formed at the beginning of the
academic period. This comparative structure made it possible to observe changes in
communicative performance after the application of active teaching strategies during a short
academic period.
Regarding the qualitative dimension, a phenomenological approach was applied to examine the
interpretation that teachers gave to their own practice during the intervention. This framework
allowed for the collection of detailed descriptions of implementation processes, pedagogical
adjustments, contextual barriers, and student responses observed in the English classroom.
Sixty-nine university students enrolled in level one and level two English courses participated in
the study. The sample was divided into two distinct institutional groups: thirty-four students from
a public university and thirty-five students from private universities. The selection was based on
criteria of academic accessibility and voluntary willingness to participate.
Under the inclusion criteria, it was considered necessary for students to be formally enrolled in
beginner English courses, to attend classes regularly, and to agree to participate through
informed consent. Students who did not complete both measurements or who dropped out of
the course during the intervention period were excluded. This control ensured consistency in the
comparison of results.
Six English teachers with experience in higher education participated, distributed equally
between public and private institutions. Their participation included applying the proposed
strategies, recording pedagogical observations, and conducting follow-up interviews. This
teacher involvement allowed for a comparison between the execution dimension and the
professional perception dimension.
In terms of the teaching intervention, a coordinated set of active strategies was implemented,
consisting of communicative gamification, sequential microlearning, and ubiquitous learning
mediated by accessible digital resources. Gamification was developed through challenge
dynamics, progressive scoring, and the completion of communicative tasks with immediate
feedback, using interactive platforms and also analogue activities when connectivity was limited.
In terms of microlearning, short content capsules were designed for specific communicative
functions such as personal introductions, requests, descriptions, and simple opinions. Each
capsule combined a short explanation, guided practice, and applied production, with reduced
work times to promote concentration and distributed repetition.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 20-29, 2026
Estrategias didácticas para fortalecer competencias orales en inglés en estudiantes de pregrado universitario
Teaching strategies to strengthen oral English skills in undergraduate students
Tony Edward Monterrosa-Villa
23
In line with ubiquitous learning, the activities were hosted on mobile access platforms and
institutional digital repositories, allowing students to practise outside the classroom in short
intervals. This modality sought to increase the frequency of contact with the language and
promote progressive autonomy in language practice.
In terms of quantitative instruments, a communicative competence test was applied, constructed
from functional descriptors aligned with the initial levels of the Common European Framework of
Reference for Languages. The assessment included four dimensions: basic listening
comprehension, guided oral production, brief communicative interaction, and control of frequent
linguistic forms. The test was administered before and after the intervention.
Complementarily, a student perception questionnaire was developed with a five-level Likert
scale, organised into three domains: self-perception of communicative competence,
assessment of the learning process, and perceived usefulness of teaching strategies. The
instrument was reviewed for internal consistency and showed reliability coefficients greater than
.89 in both Cronbach's alpha and McDonald's omega, indicators that reflect measurement
stability.
In relation to qualitative data collection, semi-structured interviews were conducted with
participating teachers, organised into thematic blocks on methodological application, operational
difficulties, facilitating factors, pedagogical assessment, projected future use, and professional
satisfaction. The conversations were audio recorded, transcribed verbatim, and anonymised
through coding.
At the quantitative analytical level, descriptive measures of central tendency and dispersion
were used to characterise initial and subsequent performance. Subsequently, the t-test for
related samples was applied to contrast differences between measurements. As an additional
verification, the Wilcoxon signed-rank test was used, which is appropriate when seeking non-
parametric contrast. The effect size was also calculated using Cohen's d statistic to estimate the
magnitude of change.
In terms of qualitative analysis, an initial open coding process was developed to identify units of
meaning, followed by axial grouping by interpretive categories. This procedure allowed for the
organisation of patterns of teaching experience related to methodological adaptation, contextual
limitations, and observed student response.
From an ethical standpoint, the study was conducted in accordance with the principles of
autonomy, confidentiality, and responsible use of information. All participants signed informed
consent forms, and anonymity was guaranteed in the records. The data were stored in
protected repositories and used exclusively for academic purposes.
RESULTS
First, the quantitative analysis compared performance in English communication skills before
and after the pedagogical intervention based on active strategies. The comparison included all
participants who completed both measurements, allowing for the observation of individual and
group variations in performance.
Table 1. Descriptive statistics for the pre-test by type of institution
Group
n
Mean
Standard Deviation
Minimum Score
Maximum Score
Public university
34
61.1
9.57
38
79
Private universities
35
75.9
8.15
62
96
Total
69
68.6
11.2
38
96
Source: Own elaboration (2026).
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 20-29, 2026
Estrategias didácticas para fortalecer competencias orales en inglés en estudiantes de pregrado universitario
Teaching strategies to strengthen oral English skills in undergraduate students
Tony Edward Monterrosa-Villa
24
With regard to the initial distribution of scores presented in Table 1, a difference was identified
between the two institutional contexts. The group from the public university started from a lower
average level and with a greater dispersion of scores, while the group from private universities
showed a greater concentration of scores and a higher average. This initial variation allowed us
to observe the relative response of each group to the intervention.
Table 2. Post-test descriptive statistics by type of institution
Group
n
Mean
Standard Deviation
Minimum Score
Maximum Score
Public university
34
73.6
10.04
51
92
Private universities
35
87.8
7.50
72
100
Total
69
80.8
10.9
51
100
Source: Own elaboration (2026).
With regard to the measurements presented in Table 2, both groups increased their average
scores after six weeks of methodological application. The increase was consistent across most
participants, with a general shift in the distribution towards higher ranges.
Table 3. Increase in pre-test–post-test scores
Group
Pretest Mean
Posttest Mean
Mean Difference
Public university
61.1
73.6
+12.5
Private universities
75.9
87.8
+11.9
Total
68.6
80.8
+12.2
Source: Own elaboration (2026).
In relation to the average gain presented in Table 3, the public institution group increased by
12.5 points, while the private institution group increased by 11.9 points. The gap between
averages remained relatively stable, indicating parallel improvement in relative terms.
Table 4. Pre-test–post-test contrast tests (total sample)
Test
Statistic
df
p
Effect Size
Paired t-test
-61.4
68
< .001
d = -7.40
Wilcoxon
W = 0.00
—
< .001
r ≈ .89
Source: Own elaboration (2026).
In the inferential plane presented in Table 4, the comparison of related measures showed a
statistically significant difference between the pre-test and post-test for the total group of
participants. The magnitude of the effect indicated a large change in educational terms.
Consequently, the statistical results allow us to affirm that the teaching intervention was
associated with a substantial improvement in communicative performance as measured by the
test administered.
Results of the student perception survey
Table 5. Perception of communicative improvement
Item
Disagree
Neutral
Agree
Greater oral expression ability
36.3%
39.1%
24.6%
Better listening comprehension
33.4%
37.7%
28.9%
Source: Own elaboration (2026).
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 20-29, 2026
Estrategias didácticas para fortalecer competencias orales en inglés en estudiantes de pregrado universitario
Teaching strategies to strengthen oral English skills in undergraduate students
Tony Edward Monterrosa-Villa
25
Regarding the self-perception of communicative competence presented in Table 5, responses
were concentrated in the intermediate categories of the scale, with a relevant presence of
neutral positions. A smaller proportion expressed strong agreement with the perceived
improvement, suggesting that measured progress does not always translate immediately into
subjective confidence.
Table 6. Evaluation of the Learning Process
Item
Disagree
Neutral
Agree
Motivation during activities
33.4%
31.9%
34.7%
Dynamic methodology
39.1%
29.0%
31.8%
Interest in continuing with the methodology
34.8%
31.0%
34.2%
Source: Own elaboration (2026).
With respect to the evaluation of the pedagogical process presented in Table 6, responses
showed a moderate tendency toward acceptance, although with dispersion between those who
reported high motivation and those who maintained an intermediate position. This distribution
suggests a heterogeneous experience regarding the applied dynamics.
Table 7. Perceived Applicability of the Strategies
Item
Disagree
Neutral
Agree
Support for autonomous learning
36.2%
37.7%
26.1%
Future academic usefulness
37.7%
36.2%
26.1%
Value of digital activities
33.3%
34.8%
31.8%
Source: Own elaboration (2026).
Regarding perceived usefulness outside the classroom presented in Table 7, most responses
were located in the neutral range, with a smaller proportion indicating full agreement. This
pattern indicates that autonomous transfer still requires instructional reinforcement and
guidance.
Correlational Analysis Between Perceptual Dimensions
Table 8. Correlations Between Perception Dimensions
Variables
r
p
Perceived competence – Satisfaction
0.829
< .001
Perceived competence – Applicability
0.801
< .001
Satisfaction – Applicability
0.807
< .001
Source: Own elaboration (2026).
Concerning the relationship between perception dimensions presented in Table 8, the
correlation coefficients indicated a strong association between perceived competence, process
evaluation, and attributed usefulness of the methodology. This relationship suggests that when
students perceive personal progress, their positive evaluation of the process and their projection
of future use also increase.
Qualitative Results of Teacher Perceptions
From an interpretive perspective, teachers from public institutions described methodological
adaptation processes using low-technology resources such as role-playing, communicative
cards, and movement-based dynamics. They reported limitations in connectivity and device
availability, although they observed a visible increase in oral participation.
In private institutions, teachers more frequently used interactive platforms and real-time
response systems. They reported technical ease of implementation, along with a need for
pedagogical training to design consistent communicative activities.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 20-29, 2026
Estrategias didácticas para fortalecer competencias orales en inglés en estudiantes de pregrado universitario
Teaching strategies to strengthen oral English skills in undergraduate students
Tony Edward Monterrosa-Villa
26
In summary, both groups of teachers agreed that active strategies promoted greater student
involvement and willingness to interact in English, although the mode of implementation
depended on the educational context conditions.
DISCUSSION
In relation to the results obtained, the improvement observed in communicative competence
scores after the pedagogical intervention indicates that the systematic application of active
strategies favours linguistic performance at initial levels of higher education. The parallel
increase in both institutional contexts suggests that the methodological structure implemented
has the capacity to adapt to scenarios with different resources, provided that there is didactic
planning and teacher monitoring.
From a comparative perspective, the maintenance of the gap between the averages of public
and private institutions suggests that entry conditions continue to influence final performance,
even when participatory methodologies are applied. In line with this interpretation, Caicedo-
Quinteros (2023) points out that contextual factors and learning styles condition the acquisition
of English, so the pedagogical strategy requires adjustments according to student profile and
educational environment. This approach helps to understand why the intervention generated
similar progress in relative magnitude but did not reduce the initial gap.
At the methodological level, the magnitude of the statistical effect recorded in the pre-test–post-
test comparison shows a high-intensity educational change. This variation can be explained by
the combination of frequent practice, brief communicative tasks, and immediate feedback. In
line with this idea, Chica-Esquivia (2023) argues that active participation and guided interaction
strengthen the functional construction of language, because students produce language with
purpose and do not just repeat structures.
From the framework of communicative competence, the results support the idea that linguistic
progress does not depend exclusively on grammatical mastery, but on the ability to use the
language in situations of exchange. Consistent with this, Canale and Swain (1980) propose that
competence manifests itself when the speaker integrates linguistic, sociocultural, and strategic
resources during interaction. The gamified and microtask activities implemented in the
intervention are aligned with this conception by requiring functional use of language in simulated
contexts.
From a sociocultural perspective on learning, the improvement recorded can also be interpreted
as an effect of the interactive mediation present in collaborative dynamics. According to
Vygotsky (1978), learning is enhanced when students participate in shared actions with gradual
support and expert guidance. Cooperative tasks, team challenges and dialogue-based
productions created spaces for mediation that facilitated the transition from assisted
performance to more autonomous production.
With regard to the emotional dimension, the increased participation described by teachers
coincides with a reduction in communicative tension during practice. In line with this
interpretation, Krashen (1982) argues that affective disposition influences language acquisition,
such that playful and error-tolerant pedagogical environments favour initial production. The
progressive challenge structure used in the intervention seems to have contributed to reducing
oral inhibition. In terms of student perception, the high number of neutral responses deserves
interpretative attention. Although measured performance increased, self-assessment did not
grow with the same intensity. This difference can be explained by the gap between observable
progress and subjective confidence. In relation to this phenomenon, Hernández-Otálora (2024)
links motivation, practice time, and second language performance, indicating that the perception
of improvement tends to consolidate after periods of sustained use, not just after brief
interventions.
From the correlation analysis, the strong association between perceived competence, process
satisfaction, and perceived usefulness of the methodology indicates an integrated perceptual
system. In line with this relationship, Ramírez-Morán et al. (2026) describe how the perception
of personal progress increases the value placed on pedagogical tools and the willingness to use
them. This connection suggests that strengthening awareness of achievement could increase
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 20-29, 2026
Estrategias didácticas para fortalecer competencias orales en inglés en estudiantes de pregrado universitario
Teaching strategies to strengthen oral English skills in undergraduate students
Tony Edward Monterrosa-Villa
27
methodological acceptance. In the field of teaching implementation, differences between
institutional contexts provide relevant information for applied teaching. Teachers in public
institutions showed creative adaptation through physical resources, dramatisation, and games
with low technological requirements. In line with this observation, Guzmán Mayancha (2025)
argues that pedagogical innovation does not depend on technological sophistication, but rather
on didactic intention and the design of the communicative task. This coincidence supports the
viability of active methodologies in environments with material limitations.
In operational contrast, teachers in private institutions used interactive digital platforms more
frequently, which facilitated immediate feedback and automated monitoring. However, they also
pointed out the workload involved in preparation and the need for specific training. In line with
this, Cárdenas-Ramírez and Calupiña-Rivera (2025) indicate that technological integration
requires sustained pedagogical training to avoid superficial use of the tools. In relation to the
literature on oral production, the results are consistent with research linking structured
communicative tasks with improved spoken expression. In line with this, Bazurto Bravo et al.
(2022) describe how activities based on the communicative approach strengthen oral skills
when they are oriented towards purposeful interaction. The verbal challenge dynamics used in
the intervention respond to this functional logic.
CONCLUSION
In direct response to the objective of determining the effectiveness of the application of teaching
strategies to strengthen oral skills in English in undergraduate university students, it is
established that, based on the quantitative and qualitative evidence obtained, the structured
implementation of communicative gamification dynamics, functional microlearning, and guided
ubiquitous practice produced a verifiable strengthening of oral production and interaction in
English, reflected in consistent increases in performance and a greater willingness to participate
in controlled verbal exchanges.
This allows us to affirm, on a pedagogical basis, that when instruction incorporates brief
communicative tasks, immediate feedback, and progressive sequences of language use, even
in scenarios with limited resources or through simulated academic dialogue exercises, an
observable formative effect is generated in the initial oral competence of university students.
Therefore, methodologically and didactically, the strategies applied are effective as a means of
strengthening oral English at the undergraduate level.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with individuals or institutions linked to the research.
ACKNOWLEDGEMENTS
Metropolitan University of Education, Science and Technology (UMECIT), Province of Panama.
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Multidisciplinary Journal Investigative Perspectives
Vol. 6(1), 20-29, 2026
Estrategias didácticas para fortalecer competencias orales en inglés en estudiantes de pregrado universitario
Teaching strategies to strengthen oral English skills in undergraduate students
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