Teaching strategies to strengthen oral English skills in undergraduate students [Estrategias didácticas para fortalecer competencias orales en inglés en estudiantes de pregrado universitario]
DOI:
https://doi.org/10.62574/rmpi.v6i1.494Keywords:
language teaching, second language teaching, bilingual educationAbstract
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.
Downloads
References
Bazurto Bravo, G. N., Barriga Fray, J. I., Baños Coello, M. B., Rivas Mendoza, K. L., & Moreira Celorio, W. M. (2022). Students’ perspectives on improving their English speaking skills through activities based on the communicative approach. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 3(2), 1475–1487. https://doi.org/10.56712/latam.v3i2.196
Bermeo, S., Tasayco, A., & Menacho, A. (2026). Estrategias didácticas para el desarrollo del pensamiento crítico en educación secundaria: Un análisis sistemático. Revista InveCom, 6(1). https://ve.scielo.org/scielo.php?script=sci_arttext&pid=S2739-00632026000102021
Caicedo-Quinteros, S. (2023). Estilos de aprendizaje para mejorar el idioma inglés. Revista Arbitrada Interdisciplinaria Koinonía, 8, 788–805. https://ve.scielo.org/scielo.php?pid=S2542-30882023000400788&script=sci_arttext
Calero Vinueza, N. D., Dos Santos, J. C., Galeas Arboleda, G., & Cruz Quijije, A. M. (2024). Self-assessment to improve English speaking skills: An action research with elementary school Ecuadorian students. Arandu UTIC, 11(2), 510–526. https://doi.org/10.69639/arandu.v11i2.282
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Cárdenas-Ramírez, N. J., & Calupiña-Rivera, C. A. (2025). Integración de la tecnología en la enseñanza del idioma inglés. Revista Multidisciplinaria Perspectivas Investigativas, 5(1), 1–12. https://doi.org/10.62574/rmpi.v5i1.253
Chica-Esquivia, N. (2023). Estrategias activas y participativas como herramientas potenciadoras del proceso de enseñanza-aprendizaje del inglés. Cienciamatria, 9(17), 71–85. https://ve.scielo.org/scielo.php?pid=S2542-30292023000200071&script=sci_arttext
Coronel, K., & Puchi, A. (2024). English teaching strategies to motivate EFL students in rural and urban public schools. Universidad de Cuenca.
García, T., Sulca, J., & Carazas, C. (2026). Estrategias didácticas para el aprendizaje: Una revisión sistemática. Revista InveCom, 6(1). https://ve.scielo.org/scielo.php?pid=S2739-00632026000102116&script=sci_arttext
García-Córdova, G. N., & Franco-Lazarte, E. G. (2025). Aprendizaje combinado o híbrido y comprensión escrita del inglés en educación superior. Revista Tecnológica-Educativa Docentes 2.0, 18(1), 392–403. https://ve.scielo.org/scielo.php?pid=S2665-02662025000100392&script=sci_arttext
Gómez Palacio, C. (2010). Strategies to help ESL students improve their communicative competence and class participation: A study in a middle school. HOW, 17(1), 73–89.
Guzmán Mayancha, D. M. (2025). Challenges and experiences in teaching English as a foreign language: Reflections from didactic experiences in Ecuador. Prohominum. Revista de Ciencias Sociales y Humanas, 7(2), 8–16.
Hernández-Otálora, J. A. (2024). Tiempo, motivación y rendimiento académico en inglés como segunda lengua. Revista Multidisciplinaria Perspectivas Investigativas, 4(especial), 1–10. https://doi.org/10.62574/rmpi.v4iespecial.252
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press.
Ley Leyva, N. V., García León, E. P., Gonzalez Quinto, M. G., & Vasconez Mera, P. L. (2025). Collaborative learning to improve the speaking skills in students of third level of the Language Center of the UTB. Magazine de las Ciencias, 10(1), 105–133. https://revistas.utb.edu.ec/index.php/magazine/article/view/3667
Ramírez-Morán, L., Limongi-Basantes, S., Salinas-Montemayor, A., & López-Villegas, T. M. (2026). Inteligencia artificial y aprendizaje automático en el inglés: Revisión sistemática sobre la personalización tecnológica para la competencia lingüística. Revista InveCom, 6(2). https://ve.scielo.org/scielo.php?pid=S2739-00632026000203014&script=sci_arttext
Rosado Morales, L. X., & Vaca-Cárdenas, M. (2023). Métodos, técnicas y estrategias de motivación para mejorar la habilidad oral de los estudiantes de inglés como lengua extranjera. Kronos – The Language Teaching Journal, 4(1), 54–70. https://doi.org/10.29166/kronos.v4i1.4259
Sánchez Montaño, V. G., & Cango Patiño, A. E. (2024). Cooperative learning strategies for enhancing English speaking skills among basic education students at a public institution in Loja city. Ciencia y Reflexión, 3(2), 393–417. https://doi.org/10.70747/cr.v3i2.47
Sánchez Paguay, J. A., & León Abad, E. G. (2025). The review on acting techniques as an approach to improve English oral skills. Revista Veritas de Difusão Científica, 6(1), 2188–2216. https://doi.org/10.61616/rvdc.v6i1.507
Terán Molina, D. V., Villalta Alarcón, F. J., & Mourad, A. S. (2024). The implementation of CLIL to improve oral communication skills in undergraduate students of an Ecuadorian public university. Revista InveCom, 4(2), e040256. https://doi.org/10.5281/zenodo.10693802
Valdivieso-Arcos, G. S., & Argudo-Serrano, J. C. (2022). Improving EFL students’ speaking skill through academic oral expression tasks at the high school level. Episteme Koinonía, 5(9), 56–77. https://doi.org/10.35381/e.k.v5i9.1663
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Tony Edward Monterrosa-Villa
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
CC BY-NC-SA : This license allows reusers to distribute, remix, adapt and build upon the material in any medium or format for non-commercial purposes only, and only if attribution is given to the creator. If you remix, adapt or build upon the material, you must license the modified material under identical terms.
OAI-PMH URL: https://rperspectivasinvestigativas.org/index.php/multidiscipinaria/oai
