Recibido: 23/11/2024
Publicado: 31/12/2024
DOI: https://doi.org/10.70747/cr.v3i2.56
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Estrategias de enseñanza motivacional para mejorar las habilidades
de habla inglesa
Liliana Elizabeth Vecilla Icaza
Lvecillaicaza@gmail.com
https://orcid.org/0000-0001-8915-3377
Universidad Nacional de Loja
Ecuador
Mgtr. Orlando Vicente Lizaldes E.
orlando.lizaldes@unl.edu.ec
Universidad Nacional de Loja
Ecuador
Genesis Elizabeth Tituana Calderón
Genesis.tituana@unl.edu.ec
Universidad Nacional de Loja
Ecuador
Yanela Iliana Alvarado Arévalo
liliana.vecilla@unl.edu.ec
Universidad Nacional de Loja
Ecuador
RESUMEN
El estudio titulado Estrategias de enseñanza motivacionales para mejorar las habilidades
de habla inglesa entre estudiantes de décimo año de secundaria en una institución pública,
año escolar 2024-2025. El estudio aplicó un método mixto, combinando métodos de
recolección de datos cuantitativos y cualitativos dentro de un diseño de investigación-
acción. Los participantes fueron 46 estudiantes de décimo grado. La técnica de prueba se
utilizó para recopilar datos cuantitativos mediante la aplicación de instrumentos de prueba
previa y posterior. Para los materiales y métodos, el instrumento de prueba previa se
implementó antes de la intervención para ayudar al investigador a medir las habilidades
orales de los estudiantes. Asimismo, se realizó el debido postest, con las mismas
preguntas, para valorar posibles mejoras. Los datos siguieron una estrategia de enseñanza
motivacional normal en términos de hablar para la comprensión, pronunciación,
gramática, vocabulario, comunicación interactiva. Luego, el investigador utilizó la técnica
de observación que se integró con el instrumento del cuestionario en el enfoque
cualitativo. En conclusión, el estudio demuestra que las estrategias de enseñanza
motivacional son efectivas para mejorar las habilidades de habla inglesa de los
estudiantes. Los hallazgos abogan por la inclusión de este tipo de estrategias en la
enseñanza de idiomas para promover una mejor participación de los estudiantes y un
mejor dominio del idioma inglés. Además, su integración activa en las clases de inglés
motivó a los estudiantes a participar activamente, aumentando su habilidad oral.
Palabras clave: estudiantes de décimo grado, investigación con métodos mixtos, educación
de idiomas, inclusión, enfoque cualitativo
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Motivational teaching strategies on improving English speaking skills
ABSTRACT
The study entitled Motivational teaching strategies on improving English speaking skills
among students of 10th years high school in a public institution,2024- 2025 school year.
The study applied a mixed-method, combining quantitative and qualitative data collection
methods within an action research design. The participants were 46 students from tenth
grade. The testing technique was utilized to gather the quantitative data through the
application of pre-test and post-test instruments. For materials and methods, the pre-test
instrument was implemented before the intervention to help the researcher measure the
students’ speaking skills. Likewise, the post-test, with the same questions, was conducted to
assess any improvements. The data were analyzed in the order respective followed a
normal motivational teaching strategies in terms of speaking for the comprehension,
pronunciation, grammar, vocabulary, interactive communication. Then, the researcher
utilized the observation technique that was integrated with the questionnaire instrument in
the qualitative approach. The key findings revealed a significant improvement in students'
speaking skills after the intervention, suggesting that motivational teaching strategies are
effective in enhancing English speaking abilities. These positive results emphasize the
importance of utilizing motivating and supportive methods in language education. In
conclusion, the study demonstrates that motivational teaching strategies are effective in
improving students' English-speaking skills. The findings advocate for the inclusion of such
strategies in language teaching to promote better student engagement and language
proficiency. Moreover, its integration into the English classes motivated students to
participate actively, increasing their speaking.
Keywords: 10th graders, mixed-method research, language education, inclusion, qualitative
approach
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INTRODUCTION
The motivational teaching strategies play a key role, inspiring students with a genuine
interest in using a new language. Such a setting goes beyond simply building language skills;
it fosters a supportive space where learners feel encouraged, making the journey of language
acquisition both natural and enjoyable. For 10th-year high school students in Lago Agrio, the
ability to communicate in English is crucial not only for academic growth but also for future
prospects in a globalized society. When teaching methods resonate with students’ interests,
cultural backgrounds, and individual learning needs, their motivation to practice and improve
their speaking skills rises considerably. This study investigates the importance of
motivational teaching strategies in advancing English-speaking skills, examining their
implementation and impact in Unidad Educativa Dr. Camilo Gallegos Dominguez. On the
other hand, in Lago Agrio, where students may face unique linguistic and cultural challenges,
it becomes imperative to explore and implement motivational teaching strategies that
enhance speaking skills.
These strategies can address the specific needs and interests of students, fostering a
supportive learning environment that encourages active participation. By understanding the
ideal situation for implementing these strategies, educators can create effective learning
experiences that not only improve students' speaking skills but also increase their overall
motivation and engagement in the language learning process. The ideal scenario for applying
these motivational teaching strategies in a classroom where students are actively engaged
and feel at ease when sharing their thoughts. Such an atmosphere encourages collaborative
learning, facilitating practice in speaking through significant interactions. Employing a range
of teaching approaches, including task-based activities and technological tools, keeps
students engaged and motivated. Providing constructive feedback and opportunities for self-
assessment allows students to track their development and establish personal objectives. By
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incorporating culturally relevant content and real-world contexts, learners can appreciate the
practical uses of their speaking skills. Ultimately, this research seeks to uncover effective
strategies that not only enhance students' speaking proficiency but also empower them to
become confident communicators in English. Unfortunately , this ideal classroom
environment remains beyond reach for many students. In spite of their potential, obstacles
such as low motivation, fear of making mistakes, and limited opportunities for genuine
communication prevent numerous learners from confidently participating in English. While
traditional teaching methods may work well for other skills, they often fall short in capturing
students’ attention or addressing their unique needs, interests, and cultural backgrounds.
Consequently, students frequently feel unmotivated and hesitant to engage in speaking
activities. However, without intentional motivational strategies that promote active
participation and alleviate anxiety, students face challenges in building the confidence
needed to use English in real-life contexts. This gap between the current classroom
experience and the ideal setting highlights the crucial need for innovative teaching
approaches that inspire and support students on their language-learning journey. Dörnyei
(2001) emphasizes that motivational strategies in teaching are crucial for developing
students' speaking skills by fostering engagement and boosting their confidence in using the
language. An encouraging classroom environment, where students feel at ease to express
themselves the role-playing and group discussions simulate real-life speaking scenarios, while
using authentic materials, such as videos and songs, adds relevance and interest to the
lessons. Clear objectives and regular positive reinforcement further motivate students by
giving them a sense of achievement, cultivating a more optimistic approach to language
acquisition. However, the English Proficiency Index 2022 reveals substantial disparities in
English proficiency between regions, with Latin America often struggling to reach high
proficiency levels. In Lago Agrio, a public school faces similar challenges, where low
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motivation among 10th-grade students hinders their participation in speaking activities and
diminishes their overall learning satisfaction. This lack of motivation can result from factors
such as ineffective instructional methods, cultural differences, and individual learning styles.
Consequently, this study aims to identify which motivational strategies can best enhance the
speaking abilities of these students.
MATERIALS AND METHODS
This research takes place in a public high school in Lago Agrio, Sucumbíos, Ecuador, with
students of tenth year during the year 2024-2025 academic year. It is set in a traditional
classroom environment where English is taught as a foreign language (EFL), with students
generally experiencing minimal English exposure outside of school. Due to inconvenient and
limited resources, students' motivation to learn English may be influenced by various social,
economic, and cultural factors. This research considers both face-to-face instruction and
potential supplementary digital resources that may aid in language practice. In this setting,
the study examines motivational strategies for improving speaking skills, emphasizing the
importance of fostering student engagement in English-speaking tasks to develop
communicative competence and motivation. The objective is to analyze and assess the
effectiveness of these strategies, examining their alignment with students’ perceptions and
cultural background. The criteria in comprehension, vocabulary, grammar, pronunciation,
interactive communication. The design of this study is explanatory action research.
In this research was utilized a mixed-methods approach to examine how motivational
teaching strategies affect the improvement of speaking skills. Quantitative data will be
gathered through structured surveys that use Likert scales to assess students' perceptions of
their motivation and involvement in speaking activities. The student performance records in
oral tasks will be evaluated by comparing their grade averages before and after the
introduction of motivational strategies. Statistical methods like descriptive statistics and
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paired t-tests will be used to assess any significant improvements in speaking abilities.
Qualitative data will be collected through semi-structured interviews, where students will
share how the motivational strategies impacted their confidence and speaking skills. The
interview data will undergo thematic analysis to identify recurring themes and patterns
related to motivation and speaking improvement.
In addition, the study will involve direct classroom observations to evaluate student
participation and behavior during speaking activities. Observational data will focus on the
frequency of student contributions, their level of engagement with speaking tasks, and their
overall attitudes toward these activities. By combining both quantitative and qualitative data,
the study aims to provide a well-rounded understanding of how motivational strategies
influence students' speaking skills. This mixed-methods approach will enable the researcher
to cross-check the findings, ensuring that the results are valid and reliable. The analysis will
also be interpreted through existing theories on motivation and language learning, offering a
deeper understanding of the results.
RESULTS AND DISCUSSION
Results
This part details how the objectives of this action research were accomplished.
Objective 1. How do motivational strategies help students to improve their speaking skill
among students of 10th year high school in a public institution in Lago Agrio, 2024-2025
school year?
Sub-question 1. To apply motivational strategies on development of English-speaking skills
among students of 10th year high school at public institution in Lago Agrio, 2024-2025
school year?
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Table 1. Pretest. Descriptive measures of tendency of speaking skills
N
Mean
SD
Min
Max
Student code
46
Pronunciation
46
1.005
0.611
0.000
2.00
Interactive Communication
46
0.995
0.518
0.000
2.00
Grammar
46
1.016
0.490
0.250
2.00
Vocabulary
46
1.054
0.474
0.000
2.00
Comprehension
46
1.239
0.480
0.000
2.00
Sum
46
5.310
2.138
0.750
9.75
The table 1 presents 46 students This instrument was administered before the intervention
with the purpose to measure a starting point or the amount of preexisting knowledge of
students in various aspects of speaking: Pronunciation, Interactive Communication,
Grammar, Vocabulary, and Comprehension. The total mean score of 5.31 (out of 10)
indicates that, on average, students achieved just over 50% of the maximum possible score,
with a standard deviation of 2.14. This variability shows a wide range of proficiency levels, as
scores ranged from 0.75 to 9.75. These findings highlight the diverse speaking abilities among
students, requiring tailored interventions to address individual needs.
Among the specific categories, Comprehension had the highest mean score of 1.24 (out of 2)
with a standard deviation of 0.48, suggesting that students generally performed better at
understanding spoken language. Vocabulary followed with a mean of 1.05, indicating
moderate performance in word usage. However, Pronunciation (1.01), Interactive
Communication (0.99), and Grammar (1.02) showed similar, slightly lower averages.
Pronunciation and Interactive Communication were particularly concerning due to their
lower minimum scores of 0.00, reflecting that some students struggled significantly in these
areas.
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Overall, the results demonstrate that while students have some foundational speaking skills,
their performance is uneven across categories. The moderate to high variability in scores
within each category underscores the importance of implementing differentiated instructional
strategies. Prioritizing areas like Pronunciation and Interactive Communication, while
building on strengths such as Comprehension, could foster holistic improvement in students'
speaking abilities.
Table 2. Posttest. Descriptive measures of tendency of speaking skills
On the other hand, Table 2 presents the same 46 students scores after the intervention. A
posttest was administered to improve in speaking skills reveal improvements across the
assessed categories: Pronunciation, Interactive Communication, Grammar, Vocabulary, and
Comprehension. The total mean score of 7.61/10 indicates that students achieved 76.1% of
the maximum possible score, reflecting a notable improvement compared to their pretest
results. The standard deviation of 1.18 shows moderate variability, with scores ranging from
5.75 to 10.00. These findings suggest that the majority of students demonstrated
considerable progress, with less disparity in their speaking proficiency.
Pronunciation achieved the highest mean score of 1.98/2, with a standard deviation of 0.15,
indicating that most students were close to the full score. This suggests significant
enhancement in articulation and clarity of speech. Similarly, Comprehension had a
N
Mean
SD
Min
Max
Pronunciation (2)
46
1.98
0.147
1.000
2.00
Interactive Communication (2)
46
1.28
0.430
0.500
2.00
Grammar (2)
46
1.30
0.431
0.250
2.00
Vocabulary (2)
46
1.30
0.415
1.000
2.00
Comprehension (2)
46
1.74
0.444
1.000
2.00
Sum (2)
46
7.61
1.184
5.750
10.00
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high mean of 1.74/2 (SD = 0.44), showing students’ improved ability to understand spoken
language. The narrow range of scores in Pronunciation and Comprehension reflects that
most students achieved a high level of performance in these areas, signaling successful
intervention strategies.
In contrast, Interactive Communication, Grammar, and Vocabulary had lower, but still
positive, mean scores of 1.28, 1.30, and 1.30, respectively, with standard deviations around
0.43. These results increased from 5.31 to 7.61, further indicate moderate proficiency and
highlight areas where further improvement is necessary. The minimum scores in these
categories, though higher than in the pretest, suggest that some students still face challenges
in maintaining interaction, constructing grammatically accurate sentences, and using diverse
vocabulary effectively. Overall, while the students' performance has significantly improved,
targeted instruction should continue to address these areas for a more balanced
development of speaking skills.
Table 3 Normality test Shapiro Wilk -Pretest/Posttest speaking skills
Shapiro-Wilk
N
Mean
SD
Min
Max
W
p
Pre-test
46
5.31
2.14
0.750
9.75
0.961
0.120
Posttest
46
7.61
1.18
5.750
10.00
0.933
0.011
Once explained the pretest and posttest results, Shapiro-Wilk test showed a normal
distribution of data for the pretest (0.12) and posttest (0.01). Therefore, a parametric test
(Paired T-Test) test was employed to find whether the difference between pretest and
posttest results were statistically significant, as displayed below
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Table 4 Prueba T para Muestras Pareadas
estadístico
gl
p
Sum
Sum (2)
T de Student
-11.1
45.0
<.001
Nota. Hₐ μMedida 1 - Medida 2 ≠ 0
The table 4 presents the results of the Paired T-Test which compares the pretest and posttest
taken by 46 participants of this study of tenth-graders to see if there is a statistically
significant difference between them. The value - 11.1 reflects a large t-value that indicates a
significant difference between the pretest and posttest. Similarly, the p-value < .001 is less
than .001, which indicates a very strong statistical significance. In other words, there is a high
probability (99%) that the intervention to improve ninth graders’ reading skills was effective.
Table 5 Correlations Matrix
Nota. * p < .05, ** p < .01, *** p < .001
In this image presents a correlation matrix between the pre-test and post-test variables, with
a correlation value of 0.788, which is statistically significant at the p < 0.001 level This strong
positive correlation suggests a notable relationship between the participants' pre-test and
post-test performances. The high correlation indicates that the pre-test scores may serve as a
reliable predictor for the post-test scores. This result implies that the factors assessed in both
tests are connected, and improvements in the post-test scores are likely influenced by the
participants' pre-test performance, reflecting consistency or progress over time.
Suma
Sum (2)
Pre-test
—
Posttest
0.788***
—
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Objective 2. What are the students’ perceptions about the use of motivational strategies on
improving English-speaking?
Sub-question 2. To describe the students’ perceptions about motivational strategies on
improving English-speaking skills?
Table 6. Did you feel confident when you start to speak in class?
Students’ confidence to speak English
% f
Accumulated
Very non-confident
2
4%
4%
Non-confident
18
39%
43%
Neutral
5
11%
54%
Confident
17
37%
91%
Very confident
4
9%
100%
Mean
46
100%
The table highlights students' confidence levels when speaking English in class. The data
shows that 43% of students feel either "non-confident" (39%) or "very non-confident" (4%),
indicating a significant number face difficulties in building confidence for speaking tasks.
Additionally, 11% of students feel "neutral," reflecting a lack of strong positive or negative
feelings about their confidence. On the other hand, 46% of students report being "confident"
(37%) or "very confident" (9%), suggesting that nearly half of the participants have a positive
outlook on speaking English in class. The mean score of 46 and the cumulative percentages
suggest a slightly imbalanced distribution, highlighting the importance of implementing
strategies to help less confident students.
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Table 7. How often did you speak in English and you make sure your pronunciation is clear?
Pronunciation clear
% f
Accumulated
Never
8
17,39%
17,39%
Rarely
15
32,61%
50%
Sometimes
10
21,74
71,74%
Often
10
21,74%
93,48%
Always
3
6,52%
100%
Mean
46
100%
The table examines how frequently students ensure their pronunciation is clear when
speaking English. The findings reveal that half of the participants, 50%, either "never"
(17.39%) or "rarely" (32.61%) focus on pronunciation clarity, indicating potential gaps in
awareness or confidence. Furthermore, 21.74% of students report making this effort
"sometimes," reflecting a moderate level of engagement. Similarly, 21.74% state that they
"often" pay attention to clear pronunciation, while a smaller percentage, 6.52%, "always"
prioritize it. The cumulative percentages illustrate varying levels of engagement, with only
28.26% showing consistent attention to pronunciation ("often" or "always"). These results
underscore the need for strategies aimed at improving students’ pronunciation practices and
fostering greater awareness of its role in effective communication. The mean score of 46
demonstrates a well-distributed sample size, providing an accurate representation of student
behavior.
Table 8. Did you consider is important a cooperative working with your classmates?
Cooperative work with friends or classmates
% f
Accumulated
Very
unimportant
1
2,17%
2,17%
Unimportant
2
4,35%
6,52%
Neutral
5
10,87%
17,39%
Important
25
54,35%
71,74%
Very important
13
28,26
100%
Mean
46
100%
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The results from Table 8 reveal participants' views on the significance of cooperative work
with classmates. A large majority, 82.61%, rated it as either "Important" (54.35%) or "Very
Important" (28.26%), underscoring its role in promoting collaboration and enriching learning
experiences. Meanwhile, 10.87% of respondents selected "Neutral," suggesting some
uncertainty about its importance. Negative opinions were rare, with only 6.52% categorizing
cooperative work as "Unimportant" (4.35%) or "Very Unimportant" (2.17%). The
predominantly positive feedback indicates that most participants value cooperative learning,
though a small group may favor other approaches or have had less favorable experiences
with group work. These insights support the continued implementation of cooperative
methods while addressing the needs of those who are less engaged or unsure.
Table 9. Do you agree that you have learned through motivational teaching strategies to
improve speaking skills?
Motivational strategies improve speaking skills
% f
Accumulated
Strongly disagree
0
0%
0%
Disagree
1
2,177%
2,17%
Neutral
5
10,87
13,04
Agree
28
60,87%
73,91%
Strongly agree
12
26,09%
100%
Mean
46
100%
According to the results from table 9 illustrate participants' views on the impact of
motivational teaching strategies in enhancing speaking skills. A significant majority, 86.96%,
expressed agreement, with 60.87% marking "Agree" and 26.09% selecting "Strongly Agree,"
demonstrating that most participants acknowledge the effectiveness of these strategies in
improving their speaking abilities. A smaller group, 10.87%, opted for "Neutral," reflecting
some uncertainty, while only 2.17% disagreed, and none selected "Strongly Disagree." This
predominantly positive feedback highlights the effectiveness of motivational teaching
strategies in fostering speaking development, though it also points to the need for
approaches to engage those who remain uncertain or unconvinced.
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Table 10 Did you feel comfortable when making presentations in groups to improve speaking
skills?
Presentations in groups
% f
Accumulated
Very uncomfortable
2
4,34%
4,34%
Uncomfortable
7
15,21%
19,55%
Neutral
11
23,91%
43,46%
Comfortable
16
34,78%
78,24
Very comfortable
10
21,76%
100%
Mean
46
100%
Based on the results collected from the structured interview, in table 10 displays
participants' levels of comfort during group presentations aimed at enhancing speaking skills.
The majority, 56.54%, expressed positive feelings, with 34.78% feeling "Comfortable" and
21.76% feeling "Very Comfortable." However, 23.91% chose "Neutral," indicating that some
participants were neither particularly comfortable nor uncomfortable. Additionally, 19.55% of
participants reported negative feelings, with 15.21% feeling "Uncomfortable" and 4.34%
feeling "Very Uncomfortable." These findings suggest that while most participants found
group presentations helpful for improving speaking skills, a significant portion experienced
discomfort, highlighting the need for strategies to alleviate anxiety and boost confidence for
those who find group presentations challenging.
Table 11 When you’re having a conversation in English and don’t understand something,
what do you do to clarify or improve your understanding?
Understanding conversation
% f
Accumulated
Ask for examples
5
10,86%
10,86%
Change the topic
6
13,07%
23,93%
Uses a dictionary
5
10,86%
34,79%
Ask the speaker to
repeat
18
39,13%
73,92%
Ask the speaker to
explain
12
26,08%
100%
Mean
46
100%
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In this table the results about the different strategies participants use to improve their
understanding in English conversations. A notable 39.13% of participants prefer asking the
speaker to repeat what was said, making this the most frequent method. This suggests that
repetition is considered an effective and preferred solution to overcome comprehension
issues. Following this, 26.08% of participants choose to ask the speaker for further
explanation, indicating that many learners seek a more thorough understanding instead of
just hearing the words again. A smaller group, 13.07%, opts to change the topic when they
don’t fully grasp something, possibly reflecting a tendency to disengage from the
conversation rather than actively seek clarification. Additionally, 10.86% of participants rely
on external aids, such as a dictionary or asking for examples, although these strategies are
used less often. In conclusion, the data emphasizes that asking for repetition and clarification
are the main strategies for improving understanding, while shifting the topic and using
external resources are less favored options
Table 12 How often did you go to laboratory to practice vocabulary and improve the
pronunciation?
Practice vocabulary in lab
% f
Accumulated
Rarely
10
21,73%
21,73%
Never
0
0%
21,73%
Always
6
13,06%
34,79%
Often
11
23,91%
58,70
Sometimes
19
41,30%
100%
Mean
46
100%
In the table 12 the results indicate that most students (41.30%) use the lab occasionally to
practice vocabulary and pronunciation, suggesting that it is not a primary or frequently
utilized resource for the majority. A smaller group of students (23.91%) report using the lab
often, while only 13.06% use it consistently, pointing to infrequent lab usage overall. Notably,
no students claimed to never use the lab, though 21.73% mentioned they use it rarely. These
results imply that while some students do make use of the lab, its usage is not widespread or
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regular. The relatively low frequency of consistent use could be influenced by factors such as
accessibility or student motivation to engage with lab-based activities.
Table 13 Which of the following would motivate you to participate more in speaking
activities?
Motivation to participate in speaking skills
% f
Accumulated
Having clear
instructions
4
8,69%
8,69%
Working with
classmate
13
28,26%
36,95%
More fun the topics
14
30,43%
67,38%
Less pressure
5
10,89%
78,27%
More time to practice
10
21,73%
100%
Mean
46
100%
In this table can appreciate the factors that would encourage students to engage more in
speaking activities. The most notable motivator was having more engaging topics, selected
by 30.43% of students. Additionally, working with classmates emerged as a strong motivator,
with 28.26% of respondents choosing it. A smaller portion of students (21.73%) pointed to
having more time to practice as an important factor, while 10.89% preferred less pressure.
The least important factor was having clear instructions, which only 8.69% of students
considered motivating. These findings suggest that students are primarily driven by
interactive and enjoyable activities, with a focus on interesting topics and peer collaboration,
while clear instructions and reduced pressure are less impactful in promoting participation
DISCUSSION
This research examines the impact of motivational strategies on enhancing English-speaking
skills among 10th-grade high school students in a public. The pretest results indicated that
students had limited speaking proficiency in areas such as pronunciation, interactive
communication, grammar, vocabulary, and comprehension. However, following the
application of motivational teaching strategies, including task-based learning, positive
Ciencia y Relexión - Revista Científica Multidisiplinaria
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reinforcement, and the creation of a supportive, engaging classroom environment, students
showed notable improvement in the posttest. This improvement was evident in higher scores
across all speaking components, suggesting that the strategies were successful in boosting
their speaking abilities. Furthermore, students reported positive feedback regarding the
strategies, emphasizing their increased motivation and confidence in speaking English. This
discussion explores the changes observed from pretest to posttest and investigates the
connection between motivational strategies and the development of students' speaking skills.
This research examines the impact of motivational strategies on enhancing English-speaking
skills among 10th-grade high school students in a public. The pretest results indicated that
students had limited speaking proficiency in areas such as pronunciation, interactive
communication, grammar, vocabulary, and comprehension. However, following the
application of motivational teaching strategies, including task-based learning, positive
reinforcement, and the creation of a supportive, engaging classroom environment, students
showed notable improvement in the posttest. This improvement was evident in higher scores
across all speaking components, suggesting that the strategies were successful in boosting
their speaking abilities. Furthermore, students reported positive feedback regarding the
strategies, emphasizing their increased motivation and confidence in speaking English. This
discussion explores the changes observed from pretest to posttest and investigates the
connection between motivational strategies and the development of students' speaking skills.
As reported in the Results section of the Shapiro there was a statistically significant increase
in the posttest after the intervention plan. This could be good evidence that cooperative
learning worked very well on students’ cognitive dimension regarding the different
components of speaking. The pretest data showed a W-value of 0.961 with a p-value of
0.120, indicating normal distribution. In contrast, the posttest data presented a W-value of
0.933 and a p-value of 0.011, suggesting that the posttest data deviated from normality. This
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shift reflects the positive effect of the motivational strategies applied during the study, which
enhanced students' speaking abilities. These results are similar outcomes have been reported
in previous studies who showed the components in speaking helped and where motivational
strategies contributed to improved speaking skills. For instance, Quadir’s research found a
positive correlation between intrinsic motivation and the determination to learn with
improved speaking strategies, leading to better English oral communication with their
students.
The current study's findings align with previous research on the role of motivation in
language learning. Kim Heng’s study on Cambodian EFL students told that the importance of
extrinsic motivators, such as career prospects and family reputation, in motivating students
to enhance their speaking skills. This supports the current study’s results, where motivational
strategies led to improved speaking abilities. However, Heng’s research also identified
challenges like speaking anxiety and pronunciation issues, which often hinder effective
speaking. While these barriers were not directly addressed in the current study, the
improvement in speaking skills suggests that motivational strategies may help overcome
such challenges by fostering a positive learning environment and boosting students'
confidence.
Furthermore, a comparison with Dörnyei (1998) research on motivational strategies in
language learning reveals of similarities and differences. Like the current study, the
Taiwanese research emphasizes the critical role of motivation in language learning and
suggests that strategies promoting intrinsic motivation and determination can significantly
impact speaking skills. However, the Taiwanese study also acknowledges cultural differences
that can affect the success of specific strategies. In contrast, the present study is more
localized and does not delve deeply into cultural factors. Nevertheless, the positive effect of
motivational strategies on speaking skills aligns with the findings from both Taiwanese and
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Hungarian studies. Additionally, Coskun, L. research underscores the role of cognitive and
metacognitive strategies among highly motivated students, reinforcing the notion that
motivation, combined with strategy use, plays a crucial role in improving speaking skills.
The findings and the strategies that I found helping to improve the speaking skills in the
students of 10
th
years in a public institution. While the improvement in students' speaking
skills after the intervention can be attributed to the motivational strategies implemented,
alternative explanations could also account for the observed changes. One possibility is that
the improvement was due to increased exposure to English language use, outside the
structured motivational activities. If students had more opportunities to engage with the
language in real-life contexts, this could have contributed to their enhanced speaking abilities.
Another explanation could be related to the passage of time and natural language
development. As students continued learning throughout the study, it is possible that their
speaking skills improved due to the cumulative effect of ongoing practice and exposure to
language input, rather than solely because of the motivational strategies. Additionally, the
results may reflect the effect, where participants improve simply because they are aware that
they are being observed or part of a study, leading to heightened effort and performance.
Lastly, the impact of peer interactions or group dynamics could also have played a role, as
students may have benefitted from collaborative learning opportunities that were not directly
related to the motivational strategies but contributed to the overall improvement in speaking
skills.
This study primarily aims to assess the effect of motivational strategies on improving
speaking skills among high school students, employing a quasi-experimental design with
pretest and posttest measurements. As explanatory research, it provides valuable insights
into how targeted motivational interventions can boost students' language skills. However,
the study has some limitations. The small sample size and specific context may restrict the
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applicability of the results to broader populations. Furthermore, the absence of a control
group or random assignment may affect the reliability of the findings, as other factors could
have contributed to the improvements observed. Despite these constraints, the study
presents important conclusions that could guide future research in language education and
motivation.
CONCLUSIONS
The application in this research of motivational strategies significantly impacts the
development of English-speaking skills among 10th-year high school students at public
institution during the 2024–2025 school year. Using strategies such as creating engaging
speaking activities, promoting a supportive learning environment, and incorporating real-life
communication tasks fosters student confidence and motivation to participate. The analysis
of pre-test and post-test results using the Shapiro-Wilk normality test revealed insights into
the effectiveness of these strategies. The mean improvement from a positive progress in
speaking skills after applying motivational strategies.
These findings emphasize the importance of tailored motivational approaches in enhancing
speaking skills, especially in contexts where students may face anxiety or low self-confidence
in using English. By integrating these strategies, educators can significantly improve language
proficiency and encourage a more engaging, communicative classroom dynamic.
The evaluation of students’ perceptions of motivational strategies and their influence on
enhancing English-speaking skills highlights encouraging results. Initially, pre-test scores
revealed low proficiency, with an average of 5.31, emphasizing the need for specific
interventions in speaking difficulties. Following the application of motivational strategies, the
post-test average increased to 7.61, demonstrating significant progress in students’ speaking
capabilities and the effectiveness of these strategies in promoting skill improvement.
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Students noted that techniques such as gamified tasks, collaborative discussions, and
personalized feedback fostered a more dynamic and supportive classroom atmosphere.
These methods boosted their confidence, alleviated anxiety, and motivated them to actively
engage in speaking activities. The interactive design of the tasks provided opportunities for
communication in a stress-free environment, which students found both motivating and
enjoyable.
Moreover, the strategies were tailored to individual needs, making the learning experience
more meaningful and relevant. Students emphasized the value of constructive feedback and
teamwork in enhancing their skills and maintaining their interest in learning. These insights
confirm that motivational strategies not only support the development of speaking
proficiency but also positively impact students’ attitudes, empowering them to actively
participate and take ownership of their language learning journey.
Teaching strategies designed to enhance speaking skills are crucial because speaking is a
vital form of communication and an essential aspect of language proficiency. Strong speaking
skills allow students to convey ideas, engage in meaningful dialogue, and participate in real-
life conversations. Motivational strategies play a key role in increasing student involvement,
reducing anxiety, and building confidence, which are common obstacles to effective oral
communication. By employing interactive and encouraging methods, teachers can foster an
environment where students are motivated to practice speaking and overcome difficulties.
Additionally, these strategies help students connect speaking with other language skills, such
as vocabulary, grammar, and listening, promoting overall language development.
BIBLIOGRAPHIC REFERENCES
Dörnyei, Z., & Ushioda, E. (2020). Teaching and Researching Motivation. Routledge.
Martinez, L., & Perez, R. (2022). Goal Setting and Its Effects on Language Learners’ Speaking
Proficiency. Language Learning Journal.
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ISSN 3045-5537 (en línea) Julio-Diciembre, 2024, Volumen 3, Número 2 Pág 627
Singh, A., & Rao, P. (2023). The Impact of Student Autonomy on Speaking Skill
Development. International Journal of Educational Research.
