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Review Open access Jul 2026

The role of extrinsic motivation in the development of speaking skills in high school students

Oral English skills represent one of the greatest challenges for English language learners in Ecuadorian classrooms, where students experience limited opportunities for oral interaction and low confidence when participating in communicative activities. Motivation is a relevant pedagogical factor associated with students' willingness to engage in oral production. This study analyzes the role of extrinsic motivation in the development of oral skills among ninth-grade students at a private educational institution in El Carmen during the 2025-2026 academic year. The research employs a mixed-methods approach with a convergent parallel design, utilizing surveys, classroom observations, and semi-structured interviews. Quantitative data are examined using descriptive statistics, while qualitative evidence is organized through thematic categorization. The findings reveal that external and identified regulation constitute the predominant forms of extrinsic motivation associated with oral participation. English educators implement strategies such as verbal recognition, symbolic rewards, and extra credit to encourage student participation in oral activities. While external incentives increase learners' initial willingness to interact orally, their influence on the sustained development of communicative competence remains inconsistent. It is concluded that extrinsic motivation functions as a situational trigger for oral participation, rather than as a stable mechanism for the long-term development of oral competence. These findings highlight the importance of integrating external incentives with pedagogical practices aimed at progressively fostering more autonomous and meaningful participation in oral communication in English.

Marcos Argenis Mala Quinapallo, Rider Eloy Mendoza Saltos · 0 citations
Open access Jul 2026

Psychological, pedagogical, and contextual determinants of oral english proficiency among Ecuadorian secondary efl students

English oral proficiency is one of the most complex competencies to cultivate in English as a Foreign Language (EFL) setting, particularly within educational systems that offer limited opportunities for genuine communication. Although numerous studies have identified foreign language anxiety, pedagogical practices, and language exposure as factors linked to oral performance, there is still insufficient evidence regarding the interplay of these determinants among secondary school students in Ecuador. The aim of this research was to examine the psychological, pedagogical, and contextual elements influencing the English oral proficiency of first-year high school students at the Alfonso Quiñónez George Educational Unit in Esmeraldas, Ecuador. A qualitative, descriptive approach was employed, utilizing semi-structured interviews, non-participant classroom observation, and focus groups as primary data collection techniques. The data underwent thematic analysis and methodological triangulation to strengthen the reliability of the findings. The results indicated that anxiety associated with using English is the primary obstacle to oral communication, while pedagogical practices focused on grammar instruction and limited exposure to the language outside the academic setting restrict opportunities for communicative interaction. Empirical evidence demonstrated that these elements operate interdependently, creating an environment that shapes the development of oral proficiency.

Rosa María Dolores Galarza Arreaga, Katty Roxana Paredes Escobar, Ángela Geanine Valencia Moreno. · 0 citations
Open access Aug 2026

The Use of Classroom-Based Assessment Techniques in English Language Teaching

In line with the changing needs of today’s learners, and the emerging trends towards formative assessment, the aim of this research is to implement formative assessment tools in the classroom to serve as solutions for the problems and the issues already pinpointed through the research questions. The forms and semi-structured questions aim to find out a group of teacher candidates’ perceptions of language competencies, self-identified proficiency levels and deficiencies in language as well as their attitudes towards corrective feedback. This study employed quasi-experimental mixed methods design, which involves academic integrity while working with a specific group. The participants of this research are 60 ITE (Initial Teacher Education) students currently attending ELT (English Language Teaching) Department of a State University. The participants were appointed through purposive sampling. The data collected from the research instruments were processed by means of software programs. Quantitative data were analyzed using a statistical package program, while qualitative data were analyzed through thematic content analysis to acquire descriptive data about the topic. The findings provide strong evidence that contemporary learners increasingly favor interactive, student-centered and technology-enhanced learning environments while also appreciating the provision of corrective feedback.

Donercan Donuk, Emrah Doğan · 0 citations
Open access 2026

INTEGRATION OF UDL STRATEGIES IN TEACHING SPEAKING: EXPERIENCE OF INCLUSIVE MIDDLE SCHOOL CLASSROOMS

This article explores the integration of Universal Design for Learning (UDL) strategies into the teaching of oral communication in French lessons in inclusive middle-school classrooms. The relevance of the study is determined by the need to design instruction that initially takes into account learner diversity and reduces barriers to participation, primarily for students with special educational needs (SEN). The research objective is to use a comparative analysis of current publications to determine the effectiveness and specifics of implementing UDL strategies in developing oral communication in French. The methodological focus of this study is comparative and analytical. Sources from 2009-2025 were selected, thematic coding was conducted according to three UDL principles (multiple modes of engagement, representation, and action/expression), and comparisons were made with key indicators of oral communication (engagement, fluency/coherence, academic vocabulary and discourse markers, interaction, and self-efficacy/anxiety). A synthesis of the literature demonstrates that the use of multimodal supports (visual plans, speech frames, subtitled samples), variability in oral delivery (pair work, small group work, role-play, plenary discussion), and dialogic scaffolding enhance the accessibility of the material, the structure and argumentation of statements, and expand academic vocabulary. The use of digital tools (audio/video recordings, interactive platforms) enhances self-esteem and the quality of feedback, reduces speech anxiety and increases participation, including quiet students and students with special educational needs. The proposed model provides a systematic framework for lesson planning and progress monitoring based on a unified set of metrics. Limitations include the complexity of implementation, the need for methodological training for teachers, and the variability of contexts. It is recommended to standardize oral proficiency assessment rubrics, provide teacher training in UDL, institutionally support multimodal and digital solutions, and conduct multi-school studies with pre-registration of the design. The findings expand the theoretical and practical foundation of inclusive language education and substantiate the feasibility of systematically implementing UDL strategies in French oral proficiency development.

Nilufar Azizbayeva, Serik Ivatov · 0 citations
Open access Jul 2026

The Impact on the STAD Cooperative Learning Method on Speaking Ability among Young English Language Learners

This study investigates the implementation of the Student Teams Achievement Division (STAD) cooperative learning method and its influence on young English language learners’ speaking ability in a primary school context. The introduction outlines the persistent challenges faced by students in developing speaking proficiency, including low confidence, limited vocabulary, and teacher-centered instructional practices. Using a qualitative case study design featuring an ex post facto perspective, data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation analysis at SD Bali Kiddy. The results show that STAD fosters a supportive, interactive learning environment that significantly enhances students’ speaking confidence, fluency, vocabulary use, and pronunciation. Heterogeneous grouping enables peer scaffolding, allowing lower-ability learners to benefit from modeling and corrective feedback from their peers. The study also identifies students’ positive emotional responses, including reduced anxiety and increased willingness to participate in oral activities

Ni wayan eka oktaviani, L. Artini, Ni Luh et al. · 0 citations
Open access Jul 2026

TEACHING ENGLISH PRACTICES FOR ELEMENTARY SCHOOL STUDENTS IN PACITAN

This study aims to describe English language teaching practices in elementary schools in Pacitan Regency, the challenges faced by teachers, and the methods applied in teaching and learning activities. This study employed a qualitative approach with a descriptive design. The research subjects consisted of four fifth-grade English teachers from four elementary schools selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were subsequently analyzed using Creswell’s interactive analysis model. The findings of this study indicate that English language teaching practices across the schools share similarities and differences in the selection of materials, media used, strategies, and implementation methods, all of which are tailored to the students’ characteristics and the school environment. Teachers still face challenges related to their own competencies, students’ English proficiency, classroom management, and limited educational facilities. To overcome these obstacles, teachers employ various strategies, particularly Communicative Language Teaching (CLT), Inquiry-Based Learning, and Total Physical Response (TPR), which are integrated with a variety of learning activities. This study confirms that success in teaching English is influenced by teachers’ ability to adapt teaching strategies to students’ needs and school conditions.

Nadilla Emma Elsadela Elsadela, Samsul Hadi, Chusna Apriyanti · 0 citations