El efecto de las tareas comunicativas interactivas en el desarrollo de las habilidades orales de estudiantes A1 de inglés

Rodrigo Guerrero-Segura; Javier Jiménez-Peralta; Michelle Zambrano-Mendoza

doi:10.66836/linguatech.v1n1.5

Authors

Rodrigo Guerrero-Segura University of Guayaquil Author https://orcid.org/0000-0002-2698-5659
Javier Jiménez-Peralta University of Guayaquil Author https://orcid.org/0009-0001-4981-9020
Michelle Zambrano-Mendoza Universidad Bolivariana del Ecuador Author https://orcid.org/0009-0002-0162-4184

DOI:

https://doi.org/10.66836/linguatech.v1n1.5

Keywords:

communicative tasks, speaking development, A1 learners

Abstract

This study analyzes the impact of interactive communicative tasks on the development of oral skills in A1-level English learners in a public school setting. Recognizing that beginner learners often face difficulties such as limited vocabulary, frequent hesitation, and low confidence in oral expression, the intervention aimed to create meaningful communication opportunities through structured interaction-based activities. A mixed-methods approach was used, including oral assessments before and after the intervention, classroom observations, and student surveys. Over eight sessions, participants engaged in pair dialogues, role-plays, information-sharing activities, and guided communicative tasks focused on fluency, pronunciation, and vocabulary use. Quantitative results showed significant improvements in the ability to produce longer utterances, use basic connectors, and employ newly learned vocabulary spontaneously. Qualitative data revealed increased motivation, reduced anxiety, and greater willingness to participate. Taken together, the findings suggest that interactive communicative tasks are an effective and humanizing approach to strengthening oral performance in early-level students.

References

Carvajal-Campuzano, S. E., & Ramírez-Ávila, M. R. (2025). Self-Assessment of high school students’ Oral Performance in a Public Institution. YUYAY: Estrategias, Metodologías & Didácticas Educativas, 5(2), 17-38. https://doi.org/10.59343/yuyay.v5i2.63

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press. https://doi.org/10.1007/978-1-4899-2271-7.

Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins Publishing Company. https://doi.org/10.1075/lllt.42.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.

Gatbonton, E., & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. The Canadian Modern Language Review, 61(3), 325–353. https://doi.org/10.3138/cmlr.61.3.325.

Harmer, J. (2001). The practice of English language teaching (3rd ed.). Longman.

Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126. https://doi.org/10.1017/S0267190501000071.

Luoma, S. (2004). Assessing speaking. Cambridge University Press. https://doi.org/10.1017/CBO9780511733017.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759.

Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Prentice Hall.

Richards, J. C., & Farrell, T. S. C. (2011). Practice teaching: A reflective approach. Cambridge University Press. https://doi.org/10.1017/CBO9781139151535.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4.