INNOVATIVE TECHNOLOGICAL TEACHING

RESOURCES TO DEVELOP ENGLISH SPEAKING

SKILLS

Innovative technological teaching resources to develop English

speaking skills

Priscila Mirellys Olivo Camacho

Universidad Laica “Eloy Alfaro” de Manabí - Ecuador

Jeniffer Estefania Palacio Intriago

Universidad Laica “Eloy Alfaro” de Manabí - Ecuador

Maria Victoria Andrade Torres

Universidad Laica “Eloy Alfaro” de Manabí - Ecuador

pág. 11226

DOI: https://doi.org/10.37811/cl_rcm.v8i3.12052

Innovative technological teaching resources to develop English speaking

skills

Priscila Mirellys Olivo Camacho

0804756104@uleam.edu.ec

https://orcid.org/0009-0003-7605-0952

Universidad Laica “Eloy Alfaro” de Manabí

Ecuador

Jeniffer Estefania Palacio Intriago

e131653087@uleam.edu.ec

https://orcid.org/0009-0000-6735-4637

Universidad Laica “Eloy Alfaro” de Manabí

Ecuador

Maria Victoria Andrade Torres

maria.andrade@uleam.edu.ec

https://orcid.org/0000-0002-3345-7344

Licenciada en Ciencias de la Educación Mención

Ingles

Magister en Enseñanza del Idioma Inglés,

Universidad Laica “Eloy Alfaro” de Manabí

Ecuador

ABSTRACT

This study focuses on researching the use of innovative technological teaching resources to improve the

development of English speaking skills, recognizing that traditional methods have shown limitations in

fully involving students in the learning process. This can result in sub-optimal levels of participation

and achievement, indicating the importance of exploring and developing technological tools that address

these challenges and encourage more effective and attractive learning. In this context, a mixed

methodology was implemented that combined qualitative and quantitative approaches, allowing a

thorough analysis of the situation. The results revealed a widespread interest in the use of technology

for learning English, although differences were observed in the availability of technological resources

among educational institutions. In addition, the need for student-centred pedagogy and the importance

of adequate training for teachers in the effective use of technology were highlighted.

Keywords: speaking ability, innovative resources, technology integration

Autor Principal

Correspondencia: 0804756104@uleam.edu.ec

pág. 11227

Innovative technological teaching resources to develop English speaking

skills

ABSTRACT

This study focuses on investigating the use of innovative technological educational resources to enhance

the development of English speaking skills, recognizing that traditional methods have shown limitations

in fully engaging students in the learning process. This may result in suboptimal levels of participation

and achievement, highlighting the importance of exploring and developing technological tools that

address these difficulties and promote more effective and engaging learning. In this context, a mixed

methodology was implemented, combining qualitative and quantitative approaches, allowing for a

comprehensive analysis of the situation. The results revealed a widespread interest in the use of

technology for English learning, although differences in the availability of technological resources

among educational institutions were observed. Furthermore, the need for student-centered pedagogy and

the importance of adequate teacher training in the effective use of technology were emphasized.

Keywords: speaking skills, innovative resources, technological integration

Artículo recibido 28 mayo 2024

Aceptado para publicación: 29 junio 2024

pág. 11228

INTRODUCTION

Teaching and learning processes are constantly evolving, driven by the need to adapt to technological

advances and the changing demands of society. Educational innovation emerges as a dynamic and

planned response to these challenges, incorporating creative and strategic elements to enhance the

quality and effectiveness of education (Carbonell, 2002; Salinas, 2004). In this context, the integration

of innovative technological educational resources presents an opportunity to revitalize traditional

teaching methods, especially in areas where significant deficiencies are identified, such as in the

development of English-speaking skills.

The teaching of English-speaking skills is often hindered by conventional approaches that lack

innovation and fail to fully engage students in the learning process. This lack of motivation,

accompanied by boredom and the consequent loss of confidence, poses a significant challenge to

progress in language proficiency (Williams & Burden, 1999). The need to explore and develop

innovative technological educational resources that address these difficulties and effectively promote

the development of English-speaking skills is evident.

On the other hand, evidence-based educational innovation (EBEI) is a way to promote the use of

technology in the classroom. According to Tejedor (2008), EBEI bases changes, such as the

incorporation of ICT in classrooms, on evidence provided by researchers because of pedagogical

practice. Seeking innovative changes through evidence proven in different contexts, as proposed by

EBEI, involves abandoning traditional designs of teaching models (Ramírez, 2012). Thus, evidence

from educational research strengthens changes in education.

According to García-Barrera (2016), educational didactic resources are digital tools and materials used

in the educational field to enrich and improve the teaching-learning process. With the advent of

Information and Communication Technologies (ICT), there has been a recognized need to modify

traditional teaching methods and strategies to effectively integrate ICT into the classroom. These

educational didactic resources go beyond printed materials and encompass a wide range of technological

possibilities, such as applications, interactive software, online resources, multimedia, and digital tools.

Their goal is to offer students a more active, participatory, and collaborative learning experience.

Authors Sanches and Palmero (2014) highlight significant changes in the way of teaching and learning

pág. 11229

by mentioning the revolution that new technological resources have brought to education. They

emphasize that these changes are unimaginable compared to previous years, changes that may be related

to how information is accessed, the interaction between teachers and students, the teaching

methodologies used, or how assessments are conducted, and emphasize the importance of teachers

adapting to and engaging with these transformations for the benefit of education.

According to Garcia & Garcia (2020), the importance of using innovative technologies in education lies

in their ability to transform society, facilitate access to educational resources as they allow exploring

and developing pedagogical approaches and processes that harness the potential of technologies to

improve teaching, virtual course planning, assessment, the generation of didactic materials, and visible

learning, adapting to crisis situations such as the pandemic, improving teaching and learning processes,

and developing new competencies in line with the challenges of the 21st century, both for teachers and

students. This includes computational thinking, responsible use of technologies, digital literacy, and the

ability to adapt to virtual learning environments.

Sanches and Palmero (2014) also point out the emergence of supposed digital competencies required in

current education. This refers to a set of skills and knowledge related to the use and exploitation of

digital technologies in the educational field. These digital competencies range from the ability to use

technological tools to the skill to search, evaluate, and effectively and ethically use digital information.

To address this situation, it is necessary to properly evaluate and select didactic technological resources.

The evaluation should consider the quality of the resources, their suitability to the educational context,

and their potential to promote meaningful learning. E-rubrics are presented as an assessment tool that

allows students to assess the quality and suitability of digital resources while discovering their didactic

possibilities.

The English language plays a very important role in ensuring relationships with many countries around

the world. Therefore, it is necessary to master the English language and achieve a high level in the

development of the four basic skills to transform them into skills that can be transformed into linguistic

competencies where students can make use of correct oral and written expression, oral and written

comprehension of English taught as a foreign language.

Taking into account that skills are the basis for developing competence, speaking skills are highlighted

pág. 11230

as the starting point for improving students' communication level so they can establish concepts, ideas,

and terms with specific meanings and express information correctly about their age, health status,

geographical and social origin, their opinion on a topic, criticism, etc. Often, these are pieces of

information that the speaker provides about themselves but does not always intend to convey.

According to Williams and Burden (1999, p. 137), "learning a universal language must fundamentally

aim at developing communicative interaction" because "interaction and communication constitute

essential functions of language" (Richards and Rodgers, 1998, p. 26). Language must then be conceived

as a resource that facilitates interaction and communication with speakers from other countries.

Numerous techniques and strategies have been developed in recent times to develop speaking skills,

techniques and strategies that allow individuals to capture the audience and persuade them better of their

ideas. Among these techniques and strategies, we must mention the use of playful activities which, from

a didactic point of view, imply that they are used in many cases to manipulate and control students

within school sessions where learning takes place through play, thus changing the essence and

characteristics of the game as a cultural experience and as an experience linked to life. From this point

of view, playing in everyday space is very different from playing within an educational space.

The teaching and learning of the English language today are assumed from a communicative approach,

with special emphasis on oral expression, considered the leading skill. Numerous authors have

researched English language oral expression, including Antich (1986), Byrne (1989), Brown (1994),

Medina (2006), and Acosta (1996).

In this regard, Medina (2006) proposes that oral expression is the process through which the student-

speaker, in interaction with one or more people and actively, plays a dual role of receiving the message

from the interlocutor(s) and encoding their message, with the aim of satisfying their communicative

needs in the foreign language. (p. 10) The development of this skill covers a wide spectrum, from the

language-based approach, which emphasizes accuracy, to the message-based approach, which

emphasizes meaning and fluency. Its ultimate goal is for the student to be able to carry out the

communicative act effectively. Oral expression is the leading skill in foreign language learning. The

efficiency of its development depends on integration with the rest of the verbal skills and a strong link

between cognitive and affective-motivational elements, with an emphasis on the latter.

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It is worth noting that for the student to learn to express themselves orally, they must articulate essential

aspects or levels of language such as grammar, phonetics, vocabulary, and semantics, all in function of

fluency and accuracy, necessary aspects to achieve effective communicative competence. To achieve

this purpose in Geological Engineering students, it is proposed to implement task-based learning that

allows developing oral expression skills, at an intermediate level equivalent to B1.

Research Context

The main objective of this study is to investigate the use of innovative technological educational

resources to enhance the development of speaking skills in the English language. Specifically, it seeks

to explore how these tools can address the limitations of traditional teaching approaches and motivate

students to actively engage in the process of speaking learning.

The lack of innovation in English speaking teaching methods leads to a disconnect between students

and content, resulting in suboptimal levels of participation and achievement. The incorporation of

educational technologies can offer a more dynamic and engaging approach to developing this crucial

language skill. However, despite the potential of these tools, their effective integration into the

classroom remains a challenge due to resistance from some teachers and a lack of clear criteria for

assessing their quality and relevance (García-Barrera, 2016).

The importance of this study lies in its contribution to improving the teaching of English as a foreign

language, especially in the area of oral expression. By identifying and evaluating innovative

technological educational resources, it is hoped to provide educators with practical tools to enrich their

pedagogical practices and promote greater student engagement and success in the development of

English-speaking skills.

In summary, this study addresses the urgent need for innovation in English speaking teaching through

technological educational resources, with the aim of enhancing student participation and performance

in this crucial area of language learning.

METHODOLOGY

For the development of the present study, a mixed methodology, both qualitative and quantitative,

descriptive and analytical in nature with a documentary approach, was utilized. In this regard, sources

such as journals, scientific articles, and books were reviewed to provide a scientific foundation that

pág. 11232

allows for subsequent field research in the three institutions selected for this study.

The institutions chosen for this research are rural public institutions in the Chone canton: "5 de mayo"

Educational Unit, "Eugenio Espejo" Educational Unit, and "República de México" Educational Unit.

Additionally, employing an analytical methodology allowed for considering the input of three English

teachers currently associated with the aforementioned institutions. These teachers were included in the

study and were interviewed using a questionnaire consisting of ten questions directly related to the

research objective, addressing their experience in using innovative digital learning resources in the

English language teaching process and exploring topics such as the frequency of use of these resources,

perceived benefits by students, challenges encountered, and strategies used to overcome them.

In addition to interviews, documents related to the implementation of digital resources in English

teaching in the selected institutions were collected and analyzed. These documents include lesson plans,

teaching materials, and assessments used in English classes.

The combination of interviews and document analysis provided a comprehensive view of how

innovative digital learning resources are being used in the English language teaching process in the

selected institutions. This analytical methodology provided valuable information about current practices

and teacher perceptions, contributing to enriching the research findings.

Regarding the quantitative part of the research, it is mentioned that the checklist instrument was applied

to fourth-grade students from different selected institutions as part of the research. The instrument

consisted of seven questions with various options, where students expressed their relationship with

technological resources within English classes, data which were later tabulated to determine their

outcome.

The application of this verification instrument allowed for collecting objective information about

students' experiences in using technological resources during English classes. The checklist questions

address aspects such as the frequency of use of digital resources, perception of their usefulness and

effectiveness, and students' preferences for different types of resources.

Once the data were collected, they were tabulated and analyzed. This allowed for identifying patterns

and trends in students' responses, as well as obtaining descriptive statistics about their relationship with

technological resources in English language learning. The quantitative results obtained complement the

pág. 11233

interviews conducted with teachers, providing a more comprehensive and representative view of the

situation.

RESULTS

Checklist

The present analysis is based on the compilation and evaluation of the results obtained through the

questionnaire administered to fourth-grade students from different educational units as the subject of

study, with the purpose of examining the use of innovative technological teaching resources for the

development of speaking skills in the English language.

Table 1. Answers from 4°EGB students

Questions

Options

Eugenio Espejo

Escuela

México

Unidad

Educativa

Cinco de

Mayo

1. Have you ever

used

technological

resources to

practice and

improve your

English

speaking

skills?

Yes

2. If you have

made use of

technological

resources to

practice and

improve your

English

speaking

skills, indicate

which ones

you have

used:

Apps:

Online

platforms:

Interactive

videogames:

Speech

recognition

programs:

Other:

3. Are there

technological

resources in

your

educational

unit? If yes,

what

technological

Smartphones:

Computers:

Projector:

Digital books:

Tablets:

Internet:

pág. 11234

resources are

available in

your school?

4. What features

do you think

are important

in a

technology

resource to

help improve

English

speaking?

Check the

ones you

think are

appropriate.

Interactivity:

Immediate

feedback:

Variety of

topics and

situations:

Fun and

entertaining:

Access from

mobile devices:

Other:

5. Have you

participated

in virtual

classes where

innovative

tools are used

to practice

speaking in

English?

Yes:

No:

6. Is it common

for most of

your English

classes to use

technology?

Yes:

No:

Sometimes:

7. Do your

English

teacher(s)

have

extensive

knowledge

and skills in

the use of

technology?

I agree:

I disagree:

Don’t know:

It is observed that the majority of students from the three institutions have used technological resources

to practice and improve their speaking skills in English, with response rates of 92%, 50%, and 52% for

the "Eugenio Espejo," "República de México," and "Cinco de Mayo" schools, respectively. This

indicates a widespread interest and willingness to use technological tools in the language learning

pág. 11235

process. When examining the types of technological resources used, the frequent use of interactive video

games in all three schools stands out, suggesting that this form of learning can be highly motivating and

effective for students. On the other hand, there is a lower frequency of use of other tools such as mobile

applications and online platforms, which may be related to limitations in access or familiarity with these

alternatives in certain educational contexts.

Regarding the availability of technological resources in educational units, significant variability is

observed among the schools. While the "República de México" and "Cinco de Mayo" schools have a

wide range of technological resources, including computers, projectors, and internet access, the

"Eugenio Espejo" institution shows a more limited availability, with greater reliance on cell phones as

the main technological resource available. This disparity in resource availability could influence

students' learning experiences and their access to opportunities for English speaking development.

When evaluating the perceived characteristics considered important in a technological resource to

improve English speaking, high value is placed on interactivity, immediate feedback, and fun and

entertainment in all schools. This suggests that students value active participation, immediate feedback,

and intrinsic motivation as key aspects for effective language learning. These results support the need

to explore and develop innovative technological teaching resources in the context of English speaking

instruction. While differences in resource availability and student preferences are observed among

schools, there is a clear interest and potential for the use of technological tools as catalysts for language

learning.

Interview

As a result of the interviews with English teachers from 4th grade in schools in Chone, the following

table presents the perceptions and experiences of teachers regarding the technological resources used in

the classroom. Various aspects were examined, such as the effectiveness of these resources compared

to traditional methods, the challenges they face when implementing them, the observed results in

students, and the assessment of oral competence development. These data provide a detailed

understanding of how teachers are integrating technology into English teaching and its impact on oral

skill development.

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Table 2. English teacher’s interview

The answers provided by the English teachers reveal a promising trend in the use of technological

didactic resources to enhance English speaking development. Although teachers have identified

challenges, such as lack of access to technology in institutions, they have demonstrated a remarkable

ability to adapt and find alternative solutions, such as using flashcards and dynamics. This flexibility

and creativity are crucial in the current educational context, where technology plays an increasingly

important role in the teaching and learning process.

One aspect to highlight in this analysis lies in the need for a deeper and more reflective integration of

technological resources in the English classroom. While the effectiveness of tools such as videos, audios,

and interactive applications has been noted, it is crucial to go beyond merely using technology as a

means to deliver content. Instead, a student-centered pedagogy should be fostered that maximizes the

potential of technology to promote participation, collaboration, and authenticity in language learning.

Furthermore, attention should be paid to how the development of oral competence in English is assessed.

While classroom interaction after using technological resources is valuable, exploring how technology

can be used to implement more authentic and meaningful assessments is necessary. For example, the

use of speech recognition tools or adaptive learning platforms could provide individualized and accurate

feedback on students' performance in specific speaking skills.

Another crucial aspect that emerges from the analysis is the importance of adequate training for teachers

in the effective use of technological resources. While some educators have demonstrated great ability to

integrate technology into their teaching practice, others may face challenges in this regard. Alongside

this, a systemic approach is required to ensure that all teachers have access to the necessary training and

support to effectively utilize technological resources in the English classroom.

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DISCUSSION

The adoption of technology in education, as demonstrated in the results of the present study, aims to

address barriers that limit the educational process, especially in the context of learning English as a

second language. Progress in this regard is reflected in initiatives such as the Comprehensive Reform of

Basic Education (RIEB) in Mexico, which seeks to integrate digital skills and English learning into an

innovative and quality educational approach (Alanís, 2010). However, the effectiveness of these

initiatives largely depends on teachers' ability to leverage the didactic possibilities of technology and its

integration into pedagogical practice (Lacasa, 2002).

In this regard, the results obtained from the survey and interview analysis show a clear interest and

willingness on the part of students and teachers to use technological resources in the English learning

process. The majority of students have used technological resources to practice and improve their

English speaking skills, suggesting a recognition of the importance of technology as a supportive tool

in language learning. However, significant differences in the availability of technological resources

between educational institutions are observed, which may influence students' learning experiences and

their access to opportunities for English speaking development.

Examining teachers' perceptions of the use of technological resources in the classroom highlights their

ability to adapt and find alternative solutions to challenges, such as lack of access to technology in some

institutions. However, there is identified a need for a deeper and more reflective integration of

technology into English teaching, beyond simply using it as a means to deliver content. In this sense,

the importance of a student-centered pedagogy that maximizes the potential of technology to promote

participation, collaboration, and authenticity in language learning is emphasized (Siegel, 2014).

Furthermore, the importance of adequate training for teachers in the effective use of technological

resources is emphasized, which would ensure that all educators have access to the necessary training

and support to effectively utilize technology in the English classroom. This aligns with the idea that

successful integration of technology in education requires a systemic approach that considers both

technological infrastructure and teacher training and professional development (SEP, 2011; SEP, 2010).

The information obtained indicates that integrating technology into teaching English as a second

language can be an effective strategy to improve English speaking development. However, to maximize

pág. 11238

the impact of technology on language learning, aspects such as the availability of technological

resources, student-centered pedagogy, and teacher training need to be addressed. These findings have

significant implications for educational practice and underscore the importance of continued research

and development of innovative strategies for learning English as a second language.

CONCLUSIONS

This study underscores the urgent need to address the challenges inherent in English speaking instruction

through innovative approaches that integrate technological teaching resources. Traditional approaches

have proven insufficient to fully engage students in the learning process, resulting in suboptimal levels

of participation and achievement. Lack of motivation and low confidence can be significant barriers to

language proficiency. Therefore, it is crucial to explore and develop technological tools that address

these difficulties and foster more effective and engaging learning.

The study highlights the importance of a student-centered pedagogy that maximizes the potential of

technology to promote participation, collaboration, and authenticity in language learning. While

differences in the availability of technological resources among educational institutions are observed,

there is clear interest and potential among students and teachers to use technological tools in the English

learning process. However, greater integration and reflection on how to effectively use technology in

the classroom, as well as adequate teacher training in its implementation, are required. These findings

underscore the importance of continued research and development of innovative strategies to enhance

language skill development and promote greater success in learning English as a second language.

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