This research explores how integrating the Easy English Online platform can improve listening and

speaking abilities among 10th-grade students at Tarqui High School in Manta between September to

November 2023. In today's digital age, educators use various ICT-based tools to enhance language

learning. The Easy English Online platform is recognized for its user-friendly design and interactive

features, making it a central focus of this study. By using a blend of quantitative analysis and qualitative

Keywords: platform, ICT, listening, speaking, quantitative

diversas herramientas basadas en TIC para mejorar el aprendizaje de idiomas. La plataforma Easy

English Online es reconocida por su diseño amigable para el usuario y sus características interactivas,

lo que la convierte en el enfoque central de este estudio. Utilizando una combinación de análisis

cuantitativo e indagación cualitativa, este estudio examina cómo la plataforma Easy English Online

impacta específicamente en el desarrollo de habilidades de escucha y habla en el aprendizaje del idioma

inglés. El objetivo es proporcionar percepciones valiosas para educadores y responsables de políticas

que buscan optimizar el uso de las TIC en entornos educativos. Esta investigación también tiene como

objetivo mejorar el compromiso y la competencia de los estudiantes en el aprendizaje del idioma inglés

para satisfacer las demandas cambiantes de la educación moderna.

The scenario of teaching English as a Foreign Language (EFL) is evolving due to Information and

Communication Technologies (ICTs) emerging as a powerful new tool for both teachers and learners

(Warschauer & Meskill, 2000). Integrating basic ICT skills into the EFL classroom is no longer just an

option, but a necessity to prepare students with the technological literacy demanded by the modern

world (Yildiz, 2013). A growing body of research highlights the transformative potential of ICTs in

EFL learning. For example, Sibi (2020) emphasizes the vast array of resources available to both teachers

and students, fostering a more engaging and interactive learning experience. One such platform that has

gained significant attention in recent years is Easy English Online, a comprehensive online resource

designed specifically for EFL learners to enhance their listening and speaking skills (Johnson &

thinking and problem-solving skills (Warschauer & Meskill, 2000). Beyond resources, ICTs offer

exciting opportunities for collaborative learning and knowledge production. In this context, Asabere

(2021) argues that ICTs are fundamental for acquiring content, constructing knowledge, and sharing it

across borders and time zones. Online forums, collaborative writing platforms, and video conferencing

tools can connect students with native speakers and peers from around the globe, fostering intercultural

understanding and communication (Belz, 2000).

How did the integration of Information and Communication Technologies (ICTs) in the English

language program at Tarqui High School from September to December 2023 contribute to the

development of listening and speaking skills among 10th-grade students?

The use of the Easy English Online platform improves the listening and speaking skill of students from

10th-grade students at Tarqui High School in Manta during the school year 2023.

▪ To enhance the development of listening and speaking skills in 10th-grade students through the

integration of Information and Communication Technologies (ICTs).

▪ To assess the baseline listening and speaking skills of the 10th-grade students.

▪ To evaluate students' perceptions of the effectiveness and user-friendliness of the ICT-based

program in developing their listening and speaking skills.

techniques for interpretation (Polit & Beck, 2017). These techniques may involve calculating measures

of central tendency (mean, median) and variability (standard deviation, variance) as outlined by Johnson

and Brown (2018). To assess the students' speaking proficiency, a pre- and post-test design were

implemented. This design involves administering a standardized rubric (Clark & Smith, 2017) before

and after the intervention to gauge changes in their listening and speaking skills.

A pre-test and post-test design were employed to evaluate the effectiveness of the ICT-based program

in developing students' listening and speaking skills (Fraenkel et al., 2017). The pre-test assessed

students' baseline proficiency in these areas before the program began. This provided a benchmark to

compare post-test scores and gauge the program's impact (Cohen et al., 2018). The post-test,

administered after the program concluded, measured any improvements in students' listening and

In addition to the pre-test and post-test design, the study also incorporated a questionnaire to gather data

on students' perceptions of the ICT-based program (Moser & Kalton, 1971). This questionnaire,

administered after program completion, explored students' opinions on the program's effectiveness,

user-friendliness, and overall contribution to their learning experience. This qualitative data provided

valuable insights into student attitudes and perceptions, complementing the quantitative data obtained

from the pre-test and post-test (Creswell & Creswell, 2018).

Furthermore, rubrics were utilized to evaluate students' speaking skills throughout the program

(Mislevy et al., 2006). These rubrics, pre-established with clear criteria for different skill levels, allowed

for consistent and objective assessment of student performance in areas like fluency, pronunciation,

grammar, and vocabulary use within their spoken English. By employing rubrics throughout the

Framework of Reference for Languages), as recommended by the Council of Europe (2001) and Clark

and Smith (2017). This assessment was administered before and after the intervention to measure

changes in the students' listening and speaking proficiency.

The quantitative data collected through this instrument allowed for statistical analysis to determine if

the use of the "Easy English Online" platform led to significant improvements in the learners' listening

and speaking skills, as suggested by the approach outlined by Johnson and Brown (2018). The pre- and

post-test design enabled the researchers to objectively evaluate the efficacy of the platform in enhancing

the participants' aural comprehension and oral production abilities.

By aligning the assessment rubric with the CEFR, the researcher ensured that the measurement of the

students' listening and speaking skills was grounded in a widely recognized and comprehensive

reliable means of evaluating the learners' progress, facilitating the interpretation and generalization of

the findings.

The quantitative nature of the pre- and post-test data allowed for statistical analysis, which, as noted by

Johnson and Brown (2018), is crucial for establishing the significance of the observed changes in the

students' listening and speaking skills. This objective assessment of the platform's impact contributes

to the empirical evidence on the effectiveness of technology-aided language learning interventions in

enhancing key communicative competencies.

Qualitative Instrument: Learner Perception Questionnaire: Following the intervention, students

completed a semi-structured questionnaire exploring their perceptions and experiences using Easy

English Online for speaking instruction. This qualitative data provided insights into students'

CEFR). The project aimed to evaluate the effectiveness of the Easy English Online platform in

enhancing both listening and speaking skills for these students. By focusing on these crucial areas of

communication, the research seeks to improve their confidence, fluency, and overall proficiency in

using English in various settings, including real-life situations and social interactions.

Description of the practical contributions of the proposal

This proposal held practical value for both students and educators. Students in the target A2-level EFL

class potentially improved their listening and speaking skills, reduced speaking anxiety, and increased

overall communication abilities through Easy English Online's interactive features. Educators and the

educational system could benefit from the research findings that validated Easy English Online as a

valuable tool, promoted personalized learning opportunities, informed effective integration of the

Research background

A doctoral dissertation by Sichacá Espitia (2017) describes "Easy English" as a web-based educational

resource designed to supplement existing foreign language teaching methods, specifically English. The

project aims to utilize Information and Communication Technologies (ICT) to provide students with an

alternative learning approach that complements classroom instruction. The software leverages tools like

Bootstrap, Django, and Javascript to display content from the government-issued "English Please!"

textbook, offering students additional practice and audio reinforcement outside of class hours, while

also potentially aiding teachers in their lesson planning. This dissertation serves as a research document

for the project and a potential guide for future endeavors in similar educational technology

development. Sabina (2018) argues that "listening and speaking skills are crucial for foreign language

"opportunities for communicative practice" in language learning, as "learners need to be able to use the

language, not just know about it" (p. 209). Building on this, Celce-Murcia et al. (2014) advocate for a

communicative approach to language teaching, where "the focus is on developing the learner's ability

to communicate effectively in real-life situations" (p. 15). Moreover, Brown (2014) argues that

"language learning is a complex and multifaceted process" that requires a "comprehensive approach"

incorporating various teaching methods and technologies (p. 18). Ellis (2018) emphasizes the

importance of both explicit and implicit instruction in second language acquisition, stating that "learners

need opportunities to develop both their explicit and implicit knowledge of the language" (p. 92).

These studies underscore the crucial role of listening and speaking skills, as well as the need for a

holistic, communicative, and technology-enhanced approach to foreign language teaching and learning.

these considerations by providing students with an engaging, supplementary learning platform that

complements traditional classroom instruction.

The body of research examined within this discussion underscores the critical importance of integrating

listening and speaking skills, as well as adopting a holistic, communicative, and technology-enhanced

approach to foreign language instruction. Sichacá Espitia's (2017) doctoral dissertation on the "Easy

English" project appears to represent a promising effort to address these key considerations through the

provision of a supplementary online platform that complements traditional classroom-based teaching.

By leveraging engaging digital tools and content, the "Easy English" initiative seeks to offer language

learners additional opportunities for authentic practice, audio reinforcement, and autonomous learning

beyond the confines of the physical classroom. This alignment with the recommendations of scholars

assertion that the learning process is inherently multifaceted, requiring the judicious incorporation of

diverse teaching methods and technologies.

As educators and researchers continue to explore effective ways of enhancing foreign language

learning, initiatives like "Easy English" may serve as valuable models for future endeavors in this

dynamic and evolving field. By providing engaging, interactive, and personalized learning experiences

that complement traditional instruction, such projects hold promise for better addressing the complex

and multidimensional nature of language acquisition.

Easy English Online

The "Easy English Online" platform appears to have been designed with a strong focus on accessibility

and user-friendliness. The platform's user interface (UI) is described as intuitive and easy to navigate,

Figure 2 Pretest speaking

Figure 3. Posttest listening

Listening: The percentage of students scoring 5 points (all correct) tripled, jumping from 9% to 23%.

Additionally, the combined percentage of students scoring 3 points or higher rose from 62% to a very

positive 94%. This indicates a marked improvement in comprehension skills and the ability to grasp the

nuances of spoken English.

Speaking: Similar to listening, a significant improvement is observed. The number of students achieving

a perfect score rose from zero to three, and the combined percentage of those scoring 3 points or higher

climbed from 77% to a strong 90%. This suggests that students are expressing themselves more clearly,

using a wider range of vocabulary, and constructing more detailed responses.

The average score increased by 1.2 points, moving from 4.2 points to 5.4 points. This suggests that the

learning.

Table 8 Findings

While a small number of students (6%) found Easy English Online not very effective in understanding

spoken English, the majority (80%) found it at least somewhat effective.

A large portion (85%) reported feeling more confident speaking English after using the platform, with

30% indicating a strong increase in confidence.

Interactive activities were viewed as helpful for speaking practice by 88% of students, with a strong

majority (42%) strongly agreeing.

A very high recommendation rate (94%) was expressed by students for Easy English Online.

Overall, the survey results suggest a very positive student experience with Easy English Online.

Students reported improvements in listening comprehension, speaking confidence, and found the

interactive activities engaging and valuable for developing spoken English skills.

of integrating the platform into the EFL learning experience (Schmidt, 2011).

The program yielded valuable data on these objectives, but further research is needed to draw definitive

conclusions. One particularly encouraging finding was the positive student reception towards Easy

English Online. Additionally, pre- and post-test results within the program indicated measurable

progress in student listening and speaking abilities. The average score increased by 1.2 points, moving

from 4.2 points to 5.4 points. This suggests that the class, as a whole, benefitted from the program (see

Table 1 in Appendix A).

However, the program's limitations necessitate further investigation. The relatively short duration (3

months) and smaller sample size restrict the generalizability of the findings (Ellis, 2018). A larger-

scale study with a longer duration would strengthen the program's conclusions and provide a more

comprehensive evaluation of the platform's impact on EFL learning (Larsen-Freeman & Long, 2019).

Overall, the program's results offer promising initial evidence for the potential of Easy English Online

as a tool for enhancing EFL learner development. Positive student feedback and observed

improvements in listening and speaking skills suggest the platform warrants further exploration. Future

research with a larger sample size and extended duration could provide more definitive insights into the

platform's effectiveness and its broader role within the EFL learning landscape.

This extended timeframe would allow for a more nuanced understanding of the platform's impact at

different stages of language acquisition within the A2 level or potentially across multiple proficiency

levels.

Furthermore, incorporating a mixed-methods approach that combines quantitative and qualitative data

collection methods would offer a richer and more comprehensive picture (Schmidt, 2011). Quantitative

pre- and post-tests, similar to those used in this program, can provide valuable insights into measurable

gains in listening and speaking abilities. However, supplementing this data with qualitative methods,

such as student interviews or focus groups, would offer deeper insights into student experiences and

perceptions of using Easy English Online. Exploring student perspectives on factors like platform

usability, engagement level, and perceived effectiveness in improving specific skills can provide

By analyzing both quantitative and qualitative data from a larger and more diverse sample, researchers

can gain a more comprehensive understanding of the platform's potential to enhance EFL learner

listening and speaking skills within a variety of learning contexts (Larsen-Freeman & Long, 2019). This

could include exploring the platform's effectiveness in different learning environments (e.g., traditional

classrooms, blended learning models, or self-directed independent study) and tailoring integration

strategies to best suit the specific needs and preferences of diverse learner groups. Investigating the

platform's potential impact on learner motivation and self-directed learning could also be a valuable

area for future exploration.

In conclusion, future research efforts informed by these recommendations can provide a more robust

and nuanced understanding of Easy English Online's role in enhancing EFL learner development. By

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