ACTIVIDADES DE APRENDIZAJE ACTIVO PARA
MEJORAR LAS HABILIDADES DE EXPRESIÓN
ORAL EN EL CONTEXTO DE LA ENSEÑANZA DEL
INGLÉS COMO LENGUA EXTRANJERA (EFL).
ACTIVE LEARNING ACTIVITIES TO IMPROVE SPEAKING SKILLS IN
THE EFL CONTEXT
Paola Karina Ambuludí Pardo
Universidad Técnica de Ambato
Yarely Elizabeth Chamba Ambuludí
Universidad Técnica Particular de Loja
pág. 2007
DOI: https://doi.org/10.37811/cl_rcm.v10i1.22341
Actividades de aprendizaje activo para mejorar las habilidades de
expresión oral en el contexto de la enseñanza del inglés como lengua
extranjera (EFL)
Paola Karina Ambuludí Pardo1
pkap2021@gmail.com
https://orcid.org/0009-0001-2709-9712
Universidad Técnica de Ambato
Loja- Ecuador
Yarely Elizabeth Chamba Ambuludí
yareeliza2005@gmail.com
https://orcid.org/0009-0009-2570-3160
Universidad Técnica Particular de Loja
Loja-Ecuador
RESUMEN
Esta investigación tuvo como objetivo mejorar las habilidades de expresión oral mediante la
implementación de actividades de aprendizaje activo con 37 estudiantes de quinto grado de una
institución educativa privada de la ciudad de Loja. El estudio adoptó un enfoque cuantitativo, con un
diseño de investigación-acción. La recolección de datos se realizó mediante un pretest y un postest
centrados en la evaluación de la expresión oral, complementados con una lista de cotejo de observación
para registrar las actitudes y el desempeño de los estudiantes durante la fase de intervención. Para
evaluar el desempeño oral se utilizó el componente de speaking de la prueba A1 Movers de Cambridge
Assessment, aplicando una rúbrica que consideró el uso de vocabulario y gramática, la pronunciación y
la interacción. Los resultados del pretest evidenciaron un bajo nivel de competencia oral al inicio del
estudio. A partir de estos hallazgos, se diseñó e implementó una propuesta de intervención basada en
actividades de aprendizaje activo, tales como lluvia de ideas, juegos de rol, think-pair-share, mapas
mentales y entrevistas, desarrolladas durante un período de diez días. Los datos obtenidos mediante la
observación mostraron mejora en la confianza, motivación y participación de los estudiantes en las
actividades orales. Asimismo, los resultados del postest reflejaron una mejora significativa en el
desempeño de la expresión oral en comparación con los resultados iniciales. En conclusión, los hallazgos
confirman que las actividades de aprendizaje activo tienen un impacto positivo en el desarrollo de las
habilidades de expresión oral y respaldan su aplicación en la enseñanza del idioma inglés en la educación
básica.
Palabras clave: actividades de aprendizaje activo; habilidades de expresión oral; enseñanza del idioma
inglés; educación básica; interacción en el aula
1 Autor principal.
Correspondencia: pkap2021@gmail.com
DOI: https://doi.org/10.37811/cl_rcm.v10i1.22341
Actividades de aprendizaje activo para mejorar las habilidades de
expresión oral en el contexto de la enseñanza del inglés como lengua
extranjera (EFL)
Paola Karina Ambuludí Pardo1
pkap2021@gmail.com
https://orcid.org/0009-0001-2709-9712
Universidad Técnica de Ambato
Loja- Ecuador
Yarely Elizabeth Chamba Ambuludí
yareeliza2005@gmail.com
https://orcid.org/0009-0009-2570-3160
Universidad Técnica Particular de Loja
Loja-Ecuador
RESUMEN
Esta investigación tuvo como objetivo mejorar las habilidades de expresión oral mediante la
implementación de actividades de aprendizaje activo con 37 estudiantes de quinto grado de una
institución educativa privada de la ciudad de Loja. El estudio adoptó un enfoque cuantitativo, con un
diseño de investigación-acción. La recolección de datos se realizó mediante un pretest y un postest
centrados en la evaluación de la expresión oral, complementados con una lista de cotejo de observación
para registrar las actitudes y el desempeño de los estudiantes durante la fase de intervención. Para
evaluar el desempeño oral se utilizó el componente de speaking de la prueba A1 Movers de Cambridge
Assessment, aplicando una rúbrica que consideró el uso de vocabulario y gramática, la pronunciación y
la interacción. Los resultados del pretest evidenciaron un bajo nivel de competencia oral al inicio del
estudio. A partir de estos hallazgos, se diseñó e implementó una propuesta de intervención basada en
actividades de aprendizaje activo, tales como lluvia de ideas, juegos de rol, think-pair-share, mapas
mentales y entrevistas, desarrolladas durante un período de diez días. Los datos obtenidos mediante la
observación mostraron mejora en la confianza, motivación y participación de los estudiantes en las
actividades orales. Asimismo, los resultados del postest reflejaron una mejora significativa en el
desempeño de la expresión oral en comparación con los resultados iniciales. En conclusión, los hallazgos
confirman que las actividades de aprendizaje activo tienen un impacto positivo en el desarrollo de las
habilidades de expresión oral y respaldan su aplicación en la enseñanza del idioma inglés en la educación
básica.
Palabras clave: actividades de aprendizaje activo; habilidades de expresión oral; enseñanza del idioma
inglés; educación básica; interacción en el aula
1 Autor principal.
Correspondencia: pkap2021@gmail.com
pág. 2008
Active learning activities to improve speaking skills in the EFL context
ABSTRACT
This research aimed to improve speaking skills through the implementation of active learning activities
among fifth-grade students at a private school in Loja. The study followed a quantitative approach with
an action-research design and involved a sample of 37 students. Data were collected using a pre-test and
a post-test focused on speaking skills, complemented by an observation checklist to record students’
attitudes and performance during the intervention phase. The speaking component of the A1 Movers
test from Cambridge Assessment was used to evaluate oral performance, employing a rubric that
assessed vocabulary and grammar, pronunciation, and interaction. The pre-test results revealed a low
level of speaking proficiency at the beginning of the study. Based on these findings, an intervention
proposal incorporating active learning strategies—such as brainstorming, role-playing, think-pair-share,
mind mapping, and interviewing—was implemented over ten days. Observational data indicated
increased student confidence, motivation, and engagement during speaking activities. Post-test results
demonstrated significant improvement in students’ speaking performance compared to initial outcomes.
The findings confirm that active learning activities have a positive impact on the development of
speaking skills and support their effective use in English language teaching at the elementary level.
Keywords: active learning activities, speaking skills, English language teaching, elementary education,
classroom interaction
Artículo recibido 10 diciembre 2025
Aceptado para publicación: 10 enero 2026
Active learning activities to improve speaking skills in the EFL context
ABSTRACT
This research aimed to improve speaking skills through the implementation of active learning activities
among fifth-grade students at a private school in Loja. The study followed a quantitative approach with
an action-research design and involved a sample of 37 students. Data were collected using a pre-test and
a post-test focused on speaking skills, complemented by an observation checklist to record students’
attitudes and performance during the intervention phase. The speaking component of the A1 Movers
test from Cambridge Assessment was used to evaluate oral performance, employing a rubric that
assessed vocabulary and grammar, pronunciation, and interaction. The pre-test results revealed a low
level of speaking proficiency at the beginning of the study. Based on these findings, an intervention
proposal incorporating active learning strategies—such as brainstorming, role-playing, think-pair-share,
mind mapping, and interviewing—was implemented over ten days. Observational data indicated
increased student confidence, motivation, and engagement during speaking activities. Post-test results
demonstrated significant improvement in students’ speaking performance compared to initial outcomes.
The findings confirm that active learning activities have a positive impact on the development of
speaking skills and support their effective use in English language teaching at the elementary level.
Keywords: active learning activities, speaking skills, English language teaching, elementary education,
classroom interaction
Artículo recibido 10 diciembre 2025
Aceptado para publicación: 10 enero 2026
pág. 2009
INTRODUCCIÓN
The teaching–learning process plays a fundamental role in global development, which is why education
continues to receive sustained attention worldwide (UNESCO, 2023). Over the years, significant
progress has been achieved through the continuous refinement of pedagogical methods, learning styles,
and instructional approaches aimed at improving educational quality (Richards & Rodgers, 2022).
Despite these advances, it remains essential to explore innovative and adaptable teaching strategies that
respond effectively to diverse educational contexts and learners’ needs, particularly in foreign language
education.
In Ecuador, the national curriculum emphasizes the development of communicative, socio-emotional,
logical, and digital competencies at all educational levels (Ministerio de Educación del Ecuador, 2016).
However, classroom practices frequently reflect a traditional, teacher-centered model in which students
assume a passive role as recipients of information, while teachers dominate classroom discourse
(Cronquist & Fiszbein, 2017). This instructional approach limits opportunities for meaningful
interaction, critical thinking, and authentic communication, especially in English language classrooms.
Consequently, Ecuadorian students show low levels of English proficiency, with speaking skills being
one of the most affected areas (Education First, 2023).
Education is expected to prepare learners for effective participation in professional, social, and cultural
contexts within an increasingly globalized world (Ministerio de Educación del Ecuador, 2016). To meet
these demands, students must develop essential 21st-century skills such as creativity, innovation,
problem-solving, critical thinking, and effective communication (Afzal, 2019). English, recognized as
the global lingua franca, plays a central role in accessing academic, professional, and intercultural
opportunities (Northrup, 2013). Nevertheless, traditional instructional methods often fail to provide
sufficient opportunities for learners to practice oral communication, making speaking one of the most
challenging skills to develop in the English language learning process (Adnan, 2019).
In response to these challenges, active learning emerges as an effective pedagogical approach that
promotes student engagement, interaction, and responsibility for learning. Active learning activities
encourage learners to participate in discussions, simulations, role-plays, collaborative tasks, and
problem-solving activities, fostering meaningful learning experiences (Bonwell & Eison, 1991).
INTRODUCCIÓN
The teaching–learning process plays a fundamental role in global development, which is why education
continues to receive sustained attention worldwide (UNESCO, 2023). Over the years, significant
progress has been achieved through the continuous refinement of pedagogical methods, learning styles,
and instructional approaches aimed at improving educational quality (Richards & Rodgers, 2022).
Despite these advances, it remains essential to explore innovative and adaptable teaching strategies that
respond effectively to diverse educational contexts and learners’ needs, particularly in foreign language
education.
In Ecuador, the national curriculum emphasizes the development of communicative, socio-emotional,
logical, and digital competencies at all educational levels (Ministerio de Educación del Ecuador, 2016).
However, classroom practices frequently reflect a traditional, teacher-centered model in which students
assume a passive role as recipients of information, while teachers dominate classroom discourse
(Cronquist & Fiszbein, 2017). This instructional approach limits opportunities for meaningful
interaction, critical thinking, and authentic communication, especially in English language classrooms.
Consequently, Ecuadorian students show low levels of English proficiency, with speaking skills being
one of the most affected areas (Education First, 2023).
Education is expected to prepare learners for effective participation in professional, social, and cultural
contexts within an increasingly globalized world (Ministerio de Educación del Ecuador, 2016). To meet
these demands, students must develop essential 21st-century skills such as creativity, innovation,
problem-solving, critical thinking, and effective communication (Afzal, 2019). English, recognized as
the global lingua franca, plays a central role in accessing academic, professional, and intercultural
opportunities (Northrup, 2013). Nevertheless, traditional instructional methods often fail to provide
sufficient opportunities for learners to practice oral communication, making speaking one of the most
challenging skills to develop in the English language learning process (Adnan, 2019).
In response to these challenges, active learning emerges as an effective pedagogical approach that
promotes student engagement, interaction, and responsibility for learning. Active learning activities
encourage learners to participate in discussions, simulations, role-plays, collaborative tasks, and
problem-solving activities, fostering meaningful learning experiences (Bonwell & Eison, 1991).
pág. 2010
Research indicates that these strategies increase students’ motivation, confidence, and willingness to
communicate, particularly among young learners (Asuero, 2023). By implementing active learning
activities, the teacher adopts a facilitative role, while students become active participants who construct
knowledge through interaction and practice.
The relevance of this study lies in its contribution to improving English speaking skills at the elementary
level through the systematic implementation of active learning activities. Given the low levels of oral
proficiency observed among fifth-grade students, it was necessary to promote instructional practices
that encourage participation, reduce anxiety, and support authentic communication in the classroom.
This research provides empirical evidence on the effectiveness of active learning activities in enhancing
students’ speaking performance, motivation, and classroom interaction. The direct beneficiaries are
fifth-grade students, who demonstrated noticeable improvement in their oral skills, while teachers and
researchers also benefit from practical insights into the application of active learning strategies in real
classroom contexts. Although time constraints limited the duration of the intervention, the findings
highlight the potential of active learning as a valuable approach for strengthening English language
teaching and learning in primary education.
METHODOLOGY
This study adopted a quantitative approach with an applied action-research orientation, as it aimed to
measure the effect of active learning activities on the development of English speaking skills through
numerical data obtained from standardized instruments. As Flood et al. (2005) mention, quantitative
research allows the identification of relationships between variables and the evaluation of instructional
interventions by comparing measurable outcomes before and after their implementation (Dudwick et
al., 2006). The research followed an experimental, longitudinal pre-test–post-test design, in which active
learning activities constituted the independent variable and students’ speaking skills represented the
dependent variable, assessed in terms of grammar and vocabulary, pronunciation, and interaction.
The study was conducted at Escuela de Educación Básica Punto de Partida, a private elementary
institution located in the urban area of Loja, Ecuador. The school provides face-to-face education during
the morning schedule and serves approximately 500 students across early childhood and elementary
Research indicates that these strategies increase students’ motivation, confidence, and willingness to
communicate, particularly among young learners (Asuero, 2023). By implementing active learning
activities, the teacher adopts a facilitative role, while students become active participants who construct
knowledge through interaction and practice.
The relevance of this study lies in its contribution to improving English speaking skills at the elementary
level through the systematic implementation of active learning activities. Given the low levels of oral
proficiency observed among fifth-grade students, it was necessary to promote instructional practices
that encourage participation, reduce anxiety, and support authentic communication in the classroom.
This research provides empirical evidence on the effectiveness of active learning activities in enhancing
students’ speaking performance, motivation, and classroom interaction. The direct beneficiaries are
fifth-grade students, who demonstrated noticeable improvement in their oral skills, while teachers and
researchers also benefit from practical insights into the application of active learning strategies in real
classroom contexts. Although time constraints limited the duration of the intervention, the findings
highlight the potential of active learning as a valuable approach for strengthening English language
teaching and learning in primary education.
METHODOLOGY
This study adopted a quantitative approach with an applied action-research orientation, as it aimed to
measure the effect of active learning activities on the development of English speaking skills through
numerical data obtained from standardized instruments. As Flood et al. (2005) mention, quantitative
research allows the identification of relationships between variables and the evaluation of instructional
interventions by comparing measurable outcomes before and after their implementation (Dudwick et
al., 2006). The research followed an experimental, longitudinal pre-test–post-test design, in which active
learning activities constituted the independent variable and students’ speaking skills represented the
dependent variable, assessed in terms of grammar and vocabulary, pronunciation, and interaction.
The study was conducted at Escuela de Educación Básica Punto de Partida, a private elementary
institution located in the urban area of Loja, Ecuador. The school provides face-to-face education during
the morning schedule and serves approximately 500 students across early childhood and elementary
pág. 2011
levels. English instruction is delivered by qualified teachers with B2 proficiency levels. The target
population consisted of elementary education students; however, a convenience sampling method was
employed due to accessibility and feasibility considerations (Creswell, 2015). The sample included 37
fifth-grade students, aged nine to ten years old, comprising 18 males (49%) and 19 females (51%), all
of whom attended English classes five times per week for approximately 45 minutes per session.
Data collection involved the use of multiple quantitative instruments to ensure methodological rigor.
The speaking component of the A1 Movers exam from Cambridge English Assessment was
administered as both a pre-test and a post-test to evaluate students’ oral performance. This standardized
test is designed for young learners aged 6 to 12 and aligns with the Common European Framework of
Reference for Languages (CEFR), making it suitable for the Ecuadorian English curriculum. Students’
performance was assessed using an analytic rubric based on the A1 Movers Assessment Scales, which
measured grammar and vocabulary range and control, pronunciation accuracy, and interactional ability.
Additionally, a structured observation checklist was applied throughout the intervention to record
students’ motivation, participation, and collaboration during speaking activities, providing
complementary evidence to support test results.
Following the pre-test analysis, an instructional intervention was designed and implemented over ten
days. The intervention consisted of seven lesson plans, each incorporating one active learning strategy,
including role-play, interviews, brainstorming, red thinking hat, green thinking hat, think-pair-share,
and mind mapping. Lessons were conducted in 40-minute periods, with some activities requiring two or
three sessions depending on their complexity. During the intervention, the researcher acted as a
facilitator, promoting student-centered learning and encouraging oral interaction in English.
Ethical considerations were carefully observed throughout the study. Institutional permission was
obtained from school authorities, and informed consent was secured from students’ parents or legal
guardians. Participation was voluntary, confidentiality was guaranteed, and data were used exclusively
for academic purposes. Inclusion criteria required participants to be enrolled in fifth grade, attend
English classes regularly, and complete both the pre-test and post-test. Students with irregular
attendance or incomplete assessments were excluded from the analysis.
Despite the positive outcomes, certain limitations were identified. The short duration of the intervention
levels. English instruction is delivered by qualified teachers with B2 proficiency levels. The target
population consisted of elementary education students; however, a convenience sampling method was
employed due to accessibility and feasibility considerations (Creswell, 2015). The sample included 37
fifth-grade students, aged nine to ten years old, comprising 18 males (49%) and 19 females (51%), all
of whom attended English classes five times per week for approximately 45 minutes per session.
Data collection involved the use of multiple quantitative instruments to ensure methodological rigor.
The speaking component of the A1 Movers exam from Cambridge English Assessment was
administered as both a pre-test and a post-test to evaluate students’ oral performance. This standardized
test is designed for young learners aged 6 to 12 and aligns with the Common European Framework of
Reference for Languages (CEFR), making it suitable for the Ecuadorian English curriculum. Students’
performance was assessed using an analytic rubric based on the A1 Movers Assessment Scales, which
measured grammar and vocabulary range and control, pronunciation accuracy, and interactional ability.
Additionally, a structured observation checklist was applied throughout the intervention to record
students’ motivation, participation, and collaboration during speaking activities, providing
complementary evidence to support test results.
Following the pre-test analysis, an instructional intervention was designed and implemented over ten
days. The intervention consisted of seven lesson plans, each incorporating one active learning strategy,
including role-play, interviews, brainstorming, red thinking hat, green thinking hat, think-pair-share,
and mind mapping. Lessons were conducted in 40-minute periods, with some activities requiring two or
three sessions depending on their complexity. During the intervention, the researcher acted as a
facilitator, promoting student-centered learning and encouraging oral interaction in English.
Ethical considerations were carefully observed throughout the study. Institutional permission was
obtained from school authorities, and informed consent was secured from students’ parents or legal
guardians. Participation was voluntary, confidentiality was guaranteed, and data were used exclusively
for academic purposes. Inclusion criteria required participants to be enrolled in fifth grade, attend
English classes regularly, and complete both the pre-test and post-test. Students with irregular
attendance or incomplete assessments were excluded from the analysis.
Despite the positive outcomes, certain limitations were identified. The short duration of the intervention
pág. 2012
may have restricted the extent of speaking improvement, suggesting that longer implementation periods
could yield more substantial results. Additionally, the use of convenience sampling limits the
generalizability of the findings to broader educational contexts. Nevertheless, the methodological design
ensured coherence, rigor, and replicability, supporting the validity of the study’s conclusions.
RESULTS
In this section, results obtained before and after the classroom intervention are presented and analyzed.
First, the target population took the pre-test that consisted of the A1 Movers test speaking part.
Afterwards, there was a classroom intervention considering the implementation of active learning
activities to improve the participants’ speaking skills. Then, they took the post-test. Both the pre-test
and the post-test were registered through a rubric that consisted of the A1 Movers Assessment Scales.
Table 1
Pre-test condensed results
Author: Ambuludí, P. (2023).
In the table above, the condensed results present the pre-test administered to 37 fifth-grade students to
assess their initial English speaking performance. Overall, students obtained a mean score of 5.78 out
of 15, which represents approximately 39% of the expected performance, indicating a generally low
level of speaking proficiency at the beginning of the study. Regarding the assessed criteria, grammar
and vocabulary showed the lowest performance, with a mean score of 1.78 (SD = 1.03). This result
places students in the lowest band of the assessment rubric, reflecting limited lexical range and minimal
control of basic structures. Most responses consisted of isolated words or short phrases with little
coherence.
In terms of pronunciation, students achieved a mean score of 2.19 (SD = 1.10), indicating that while
may have restricted the extent of speaking improvement, suggesting that longer implementation periods
could yield more substantial results. Additionally, the use of convenience sampling limits the
generalizability of the findings to broader educational contexts. Nevertheless, the methodological design
ensured coherence, rigor, and replicability, supporting the validity of the study’s conclusions.
RESULTS
In this section, results obtained before and after the classroom intervention are presented and analyzed.
First, the target population took the pre-test that consisted of the A1 Movers test speaking part.
Afterwards, there was a classroom intervention considering the implementation of active learning
activities to improve the participants’ speaking skills. Then, they took the post-test. Both the pre-test
and the post-test were registered through a rubric that consisted of the A1 Movers Assessment Scales.
Table 1
Pre-test condensed results
Author: Ambuludí, P. (2023).
In the table above, the condensed results present the pre-test administered to 37 fifth-grade students to
assess their initial English speaking performance. Overall, students obtained a mean score of 5.78 out
of 15, which represents approximately 39% of the expected performance, indicating a generally low
level of speaking proficiency at the beginning of the study. Regarding the assessed criteria, grammar
and vocabulary showed the lowest performance, with a mean score of 1.78 (SD = 1.03). This result
places students in the lowest band of the assessment rubric, reflecting limited lexical range and minimal
control of basic structures. Most responses consisted of isolated words or short phrases with little
coherence.
In terms of pronunciation, students achieved a mean score of 2.19 (SD = 1.10), indicating that while
pág. 2013
utterances were generally intelligible, frequent inaccuracies in sound production and lack of control over
word stress were evident. Finally, the interaction criterion yielded a mean score of 1.81 (SD = 1.10),
revealing that students were able to respond to simple instructions and visual prompts but required
continuous teacher support. Hesitation, frequent pauses, and incomplete utterances were common during
oral tasks. Collectively, these results confirm that students began the study with a low level of speaking
performance, thereby justifying the implementation of a classroom intervention based on active learning
activities to enhance oral communication skills.
Table 2
Post-test: condensed results
Author: Ambuludí, P. (2023).
According to Table 2, the post-test results indicate a clear improvement in students’ English speaking
skills following the implementation of active learning activities. The target group achieved an overall
mean score of 9.41 out of 15, representing 63% of the expected performance, which reflects a
substantial increase compared to pre-test results. A comparative analysis shows progress across all three
assessed criteria. Grammar and vocabulary exhibited the greatest improvement, with the mean score
increasing from 2.19 (SD = 1.03) in the pre-test to 3.32 (SD = 1.20) in the post-test, resulting in a
difference of 1.54 points. These gains suggest that students expanded their lexical repertoire and
demonstrated better control of basic grammatical structures, despite the persistence of minor errors that
did not significantly hinder communication. Pronunciation also improved notably, with mean scores
rising from 2.19 (SD = 1.10) to 3.08 (SD = 1.23), showing a gain of 0.89 points. Students articulated
words more clearly, improved vowel and consonant sound production, and used more appropriate
intonation patterns, making their speech mostly intelligible. Similarly, interaction demonstrated marked
utterances were generally intelligible, frequent inaccuracies in sound production and lack of control over
word stress were evident. Finally, the interaction criterion yielded a mean score of 1.81 (SD = 1.10),
revealing that students were able to respond to simple instructions and visual prompts but required
continuous teacher support. Hesitation, frequent pauses, and incomplete utterances were common during
oral tasks. Collectively, these results confirm that students began the study with a low level of speaking
performance, thereby justifying the implementation of a classroom intervention based on active learning
activities to enhance oral communication skills.
Table 2
Post-test: condensed results
Author: Ambuludí, P. (2023).
According to Table 2, the post-test results indicate a clear improvement in students’ English speaking
skills following the implementation of active learning activities. The target group achieved an overall
mean score of 9.41 out of 15, representing 63% of the expected performance, which reflects a
substantial increase compared to pre-test results. A comparative analysis shows progress across all three
assessed criteria. Grammar and vocabulary exhibited the greatest improvement, with the mean score
increasing from 2.19 (SD = 1.03) in the pre-test to 3.32 (SD = 1.20) in the post-test, resulting in a
difference of 1.54 points. These gains suggest that students expanded their lexical repertoire and
demonstrated better control of basic grammatical structures, despite the persistence of minor errors that
did not significantly hinder communication. Pronunciation also improved notably, with mean scores
rising from 2.19 (SD = 1.10) to 3.08 (SD = 1.23), showing a gain of 0.89 points. Students articulated
words more clearly, improved vowel and consonant sound production, and used more appropriate
intonation patterns, making their speech mostly intelligible. Similarly, interaction demonstrated marked
pág. 2014
progress, increasing from a pre-test mean of 1.81 (SD = 1.10) to 3.00 (SD = 1.33), with a difference of
1.19 points. Students became more confident in responding to prompts, showed improved turn-taking
skills, and required less teacher support during oral exchanges. Overall, the post-test findings confirm
that active learning activities contributed significantly to enhancing students’ speaking performance,
supporting the effectiveness of the instructional intervention.
Figure 1
Pre-test and Post-test comparison
Author: Ambuludí, P. (2023).
Figure 1 clearly shows a notable difference between the pre-test and the post-test averages. The ideal
average was 15; however, students obtained 39% of it in the pre-test and 63% in the post-test. The mean
in the latter was higher than in the pre-test. Therefore, it was necessary to statistically compare the level
of significance between these results.
After comparing the mean score of the pre and post-test, an inferential statistical analysis, specifically a
Paired Samples T-test, was conducted to determine the statistical significance of the difference between
the means of both tests. Table 3 presents the p-value and its corresponding equivalence for the results
obtained from the pre and post-test.
Table 3
Paired Samples T-test
progress, increasing from a pre-test mean of 1.81 (SD = 1.10) to 3.00 (SD = 1.33), with a difference of
1.19 points. Students became more confident in responding to prompts, showed improved turn-taking
skills, and required less teacher support during oral exchanges. Overall, the post-test findings confirm
that active learning activities contributed significantly to enhancing students’ speaking performance,
supporting the effectiveness of the instructional intervention.
Figure 1
Pre-test and Post-test comparison
Author: Ambuludí, P. (2023).
Figure 1 clearly shows a notable difference between the pre-test and the post-test averages. The ideal
average was 15; however, students obtained 39% of it in the pre-test and 63% in the post-test. The mean
in the latter was higher than in the pre-test. Therefore, it was necessary to statistically compare the level
of significance between these results.
After comparing the mean score of the pre and post-test, an inferential statistical analysis, specifically a
Paired Samples T-test, was conducted to determine the statistical significance of the difference between
the means of both tests. Table 3 presents the p-value and its corresponding equivalence for the results
obtained from the pre and post-test.
Table 3
Paired Samples T-test
pág. 2015
Author: Ambuludí, P. (2023)
Table 3 shows the results of a comparison between means through a paired samples t-test. Therefore,
with 95% of confidence, the two-tailed significance was 0.000, which is lower than 0.05. This means
that there was a significant difference between the means from both tests, with higher results in the post-
test.
In consequence, it was concluded that the hypothesis stated in this research was validated. The proposed
alternative hypothesis was that active learning activities improve speaking skills among students in fifth
grade; consequently, as the results show, the implementation of active learning activities like roleplay,
the Red Thinking Hat, the Green Thinking Hat, brainstorming, mind map, interviews, and think-pair-
share was beneficial for the students’ improvement.
Author: Ambuludí, P. (2023)
Table 3 shows the results of a comparison between means through a paired samples t-test. Therefore,
with 95% of confidence, the two-tailed significance was 0.000, which is lower than 0.05. This means
that there was a significant difference between the means from both tests, with higher results in the post-
test.
In consequence, it was concluded that the hypothesis stated in this research was validated. The proposed
alternative hypothesis was that active learning activities improve speaking skills among students in fifth
grade; consequently, as the results show, the implementation of active learning activities like roleplay,
the Red Thinking Hat, the Green Thinking Hat, brainstorming, mind map, interviews, and think-pair-
share was beneficial for the students’ improvement.
pág. 2016
DISCUSSION
Implementing active learning activities is one of the most effective ways to create a transcendental shift
from traditional teaching toward more meaningful and authentic education in the English classroom
(Bownel & Eison, 1991). This is possible due to the many benefits and advantages of instruction based
on active learning (Flood et al.,2005). Throughout the research process, fifth graders encountered some
challenges, especially their passive way of learning, which focused on the teacher. However, activities
like questioning in the class helped them to overcome pronunciation difficulties. Students felt more
comfortable and engaged in the classroom and answered questions without fear. This result was similar
to that found by Arini and Wahyudin (2022), who proved that questioning was an active learning activity
that promotes students’ improvement and good attitudes, such as confidence and motivation toward
learning English. On the other hand, Ho et al. (2023) demonstrated that students were not accustomed
to developing active learning activities in the classroom. It was a disadvantage at the moment of
implementing activities that encourage active participation, such as role play, brainstorming, interviews,
think-pair-share, mind map, the Red Thinking Hat, and the Green Thinking Hat, because students found
some barriers, such as speaking English for a purpose, for example, to play a role. These results were
compatible with the conclusion addressed by Ho et al. (2023), who stated that students needed more
time to develop activities because they did not know how to deal with these new activities.
The most relevant results from this research were that students improved their speaking skills. They
used basic grammar and vocabulary according to their level and age, with some mistakes that impeded
communication and understanding, for example, the incorrect use of present simple and past simple
tenses, and the overgeneralization of the ed-ending with irregular verbs. Their pronunciation was
intelligible even though there were some hesitation moments while independently speaking about
familiar topics, similar to those findings in Huang and Chen (2019). Their interaction was better,
although they needed their teacher’s support. In addition, children had better classroom participation.
Students were more motivated, engaged, and confident during classroom sessions in the intervention
phase. In other words, the students faced a new way of learning, not only listening to the teacher but
also producing the language. Therefore, it was concluded that active learning strategies in the classroom
contributed to improving children’s speaking skills, just like those findings evidenced in various studies
DISCUSSION
Implementing active learning activities is one of the most effective ways to create a transcendental shift
from traditional teaching toward more meaningful and authentic education in the English classroom
(Bownel & Eison, 1991). This is possible due to the many benefits and advantages of instruction based
on active learning (Flood et al.,2005). Throughout the research process, fifth graders encountered some
challenges, especially their passive way of learning, which focused on the teacher. However, activities
like questioning in the class helped them to overcome pronunciation difficulties. Students felt more
comfortable and engaged in the classroom and answered questions without fear. This result was similar
to that found by Arini and Wahyudin (2022), who proved that questioning was an active learning activity
that promotes students’ improvement and good attitudes, such as confidence and motivation toward
learning English. On the other hand, Ho et al. (2023) demonstrated that students were not accustomed
to developing active learning activities in the classroom. It was a disadvantage at the moment of
implementing activities that encourage active participation, such as role play, brainstorming, interviews,
think-pair-share, mind map, the Red Thinking Hat, and the Green Thinking Hat, because students found
some barriers, such as speaking English for a purpose, for example, to play a role. These results were
compatible with the conclusion addressed by Ho et al. (2023), who stated that students needed more
time to develop activities because they did not know how to deal with these new activities.
The most relevant results from this research were that students improved their speaking skills. They
used basic grammar and vocabulary according to their level and age, with some mistakes that impeded
communication and understanding, for example, the incorrect use of present simple and past simple
tenses, and the overgeneralization of the ed-ending with irregular verbs. Their pronunciation was
intelligible even though there were some hesitation moments while independently speaking about
familiar topics, similar to those findings in Huang and Chen (2019). Their interaction was better,
although they needed their teacher’s support. In addition, children had better classroom participation.
Students were more motivated, engaged, and confident during classroom sessions in the intervention
phase. In other words, the students faced a new way of learning, not only listening to the teacher but
also producing the language. Therefore, it was concluded that active learning strategies in the classroom
contributed to improving children’s speaking skills, just like those findings evidenced in various studies
pág. 2017
of different authors, such as Tambunan et al. (2019), Putra et al. (2021), and Kahar et al. (2021). In sum,
there were practical implications after finishing this study. First, the students’Speaking skills were
improved by implementing active learning activities. To do it, the teacher switched the traditional
teaching style to a more engaging and motivational one. Secondly, students used basic vocabulary not
only to accomplish classroom tasks like filling in blank spaces but also to express ideas. Lastly, students
actively participated, and their interaction was better. Hence, the theoretical implication lies in the
advantages of applying active learning strategies among fifth graders because their speaking
performance is better. The positive effects generated through these types of activities in the classroom
are multiple, mainly empowering students to have a central and active role in this vital foreign language
teaching and learning process
CONCLUSIONS
The implementation of active learning activities led to notable improvements in the speaking skills of
fifth-grade students at a private school in Loja. Students had the opportunity to face a new way of
learning, which helped them to be more motivated and engaged in each class. They demonstrated a
positive attitude, and their change was notable.
Some active learning activities were identified, such as think-pair-share, the Green Thinking Hat, the
Red Thinking Hat, interview, brainstorming, mind map, and role play. These activities were suitable for
this study due to the students’ age and level. They set aside their passive attitude to switch to an
interactive and motivating way of learning.
Active learning activities were performed in the English classroom during the intervention process. This
helped the students to improve their speaking skills. While it is true that students did not achieve the
expected average, they showed significant improvement, evidenced by a period of observation during
classes.
After the intervention process and the application of the pre and post-tests, this study determined the
effectiveness of active learning activities in enhancing the speaking skills of fifth-graders at a private
school. Statistical analysis compared means before and after applying active learning activities among
fifth-graders. The findings showed an important improvement in the students' speaking performance.
of different authors, such as Tambunan et al. (2019), Putra et al. (2021), and Kahar et al. (2021). In sum,
there were practical implications after finishing this study. First, the students’Speaking skills were
improved by implementing active learning activities. To do it, the teacher switched the traditional
teaching style to a more engaging and motivational one. Secondly, students used basic vocabulary not
only to accomplish classroom tasks like filling in blank spaces but also to express ideas. Lastly, students
actively participated, and their interaction was better. Hence, the theoretical implication lies in the
advantages of applying active learning strategies among fifth graders because their speaking
performance is better. The positive effects generated through these types of activities in the classroom
are multiple, mainly empowering students to have a central and active role in this vital foreign language
teaching and learning process
CONCLUSIONS
The implementation of active learning activities led to notable improvements in the speaking skills of
fifth-grade students at a private school in Loja. Students had the opportunity to face a new way of
learning, which helped them to be more motivated and engaged in each class. They demonstrated a
positive attitude, and their change was notable.
Some active learning activities were identified, such as think-pair-share, the Green Thinking Hat, the
Red Thinking Hat, interview, brainstorming, mind map, and role play. These activities were suitable for
this study due to the students’ age and level. They set aside their passive attitude to switch to an
interactive and motivating way of learning.
Active learning activities were performed in the English classroom during the intervention process. This
helped the students to improve their speaking skills. While it is true that students did not achieve the
expected average, they showed significant improvement, evidenced by a period of observation during
classes.
After the intervention process and the application of the pre and post-tests, this study determined the
effectiveness of active learning activities in enhancing the speaking skills of fifth-graders at a private
school. Statistical analysis compared means before and after applying active learning activities among
fifth-graders. The findings showed an important improvement in the students' speaking performance.
pág. 2018
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and academic achievement. European Journal of Educational Research, 8(4), 999-1011.
https://doi.org/10.12973/eu-jer.8.4.999
Afzal, N. (2019). A Study on vocabulary-learning problems encountered by BA English majors at the
university level of education. Arab World English Journal, 10(3), 81-98.
https://dx.doi.org/10.24093/awej/vol10no3.6
Arini, M., & Wahyudin, A. Y. (2022). Students’ perception on questionning technique in improving
speaking skill ability at the English education study program. Journal of Arts and Education,
2(1), 57-67. https://doi.org/10.33365/jae.v2i1.70
Asuero, Y. (2023). Active didactic strategies for foment the reading comprehension. Tesla Revista
Científica, 3(1), 1-15. https://doi.org/10.55204/trc.v3i1.e93
Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom. Washington:
The George Washington University. https://files.eric.ed.gov/fulltext/ED336049.pdf
Creswell, J. (2015). Educational Research. Planning, Conducting, and Evaluating Quantitative and
Qualitative Research. Fifth Edition. Pearson.
http://repository.unmas.ac.id/medias/journal/EBK-00121.pdf
Cronquist, K., & Fiszbein, A. (2017). English Language Learning in Latin America. The Dialog.
https://www.thedialogue.org/wp-content/uploads/2017/09/English-Language-Learning-in-
Latin-America-Final-1.pdf
Dudwick, N., Kuehnast, K., Jones, V., & Woolcock, M. (2006). Analyzing Social Capital in Context: A
Guide to Using Qualitative Methods and Data. Qualitative Social Research, 1(1), 1-56.
https://www.researchgate.net/publication/51992886_Analyzing_Social_Capital_in_Context_A
_Guide_to_Using_Qualitative_Methods_and_Data
Education First. (2023). Índice del EF English Proficiency. https://www.ef.com.ec/epi/regions/latin-
america/ecuador/
Flood, J., Lapp, D., Squire, J., & Jensen, J. (2005). Methods of research on teaching the English language
arts: The methodology chapters from the handbook of research on teaching the English language
REFERENCES BIBLIOGRÁFICAS
Adnan, O. (2019). The effects of anxiety, shyness, and language learning strategies on speaking skills
and academic achievement. European Journal of Educational Research, 8(4), 999-1011.
https://doi.org/10.12973/eu-jer.8.4.999
Afzal, N. (2019). A Study on vocabulary-learning problems encountered by BA English majors at the
university level of education. Arab World English Journal, 10(3), 81-98.
https://dx.doi.org/10.24093/awej/vol10no3.6
Arini, M., & Wahyudin, A. Y. (2022). Students’ perception on questionning technique in improving
speaking skill ability at the English education study program. Journal of Arts and Education,
2(1), 57-67. https://doi.org/10.33365/jae.v2i1.70
Asuero, Y. (2023). Active didactic strategies for foment the reading comprehension. Tesla Revista
Científica, 3(1), 1-15. https://doi.org/10.55204/trc.v3i1.e93
Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom. Washington:
The George Washington University. https://files.eric.ed.gov/fulltext/ED336049.pdf
Creswell, J. (2015). Educational Research. Planning, Conducting, and Evaluating Quantitative and
Qualitative Research. Fifth Edition. Pearson.
http://repository.unmas.ac.id/medias/journal/EBK-00121.pdf
Cronquist, K., & Fiszbein, A. (2017). English Language Learning in Latin America. The Dialog.
https://www.thedialogue.org/wp-content/uploads/2017/09/English-Language-Learning-in-
Latin-America-Final-1.pdf
Dudwick, N., Kuehnast, K., Jones, V., & Woolcock, M. (2006). Analyzing Social Capital in Context: A
Guide to Using Qualitative Methods and Data. Qualitative Social Research, 1(1), 1-56.
https://www.researchgate.net/publication/51992886_Analyzing_Social_Capital_in_Context_A
_Guide_to_Using_Qualitative_Methods_and_Data
Education First. (2023). Índice del EF English Proficiency. https://www.ef.com.ec/epi/regions/latin-
america/ecuador/
Flood, J., Lapp, D., Squire, J., & Jensen, J. (2005). Methods of research on teaching the English language
arts: The methodology chapters from the handbook of research on teaching the English language
pág. 2019
arts. Studies in Second Language Acquisition, 28(4). doi:10.1017/S0272263106250290
Ho, H., Nguyen, C., & Dinh, D. (2023). EFL teachers’ perceptions about implementing active learning
techniques in teaching speaking. European Journal of Education Studies, 10(5).
10.46827/ejes.v10i5.4773
Huang, H., & Chen, Y. C. (2019). Investigative background: An active learning approach to enhancing
speaking fluency. English Language Teaching, 12(5), 29-43.
Kahar, A., Hermansyah, S.,Hasan; & Usman. (2021). Improving speaking skills through an active
learning strategy. Majesty Journal, 3(1), 15-21. https://doi.org/10.33487/majesty.v3i1.1106
Ministerio de Educación del Ecuador. (2016, Marzo 31). Currículo 2016.
https://educacion.gob.ec/curriculo/
Northrup, D. (2013). How English became a Global Language. New York: Routlegde Press.
Putra, R., Solekhah, S., Agustina, D., & Sobirov, B. (2021). Action learning strategy to enhance students'
speaking skills: A classroom action research. Anglophile Journal, 2(1), 37-54.
http://dx.doi.org/10.51278/anglophile.v2i1.269
Richards, J., & Rodgers, T. (2022). Approaches and methods in language teaching. Cambridge:
Cambridge University Press.
Tambunan, Y., Syafar, A., & Wahyuddin. (2019). Influence of active learning strategy to improve
speaking skills. E-Journal of ELTS (English Language Teaching Society), 7(3).
UNESCO. (2023). Assessment for improved learning outcomes. https://www.unesco.org/en/learning-
assessments
arts. Studies in Second Language Acquisition, 28(4). doi:10.1017/S0272263106250290
Ho, H., Nguyen, C., & Dinh, D. (2023). EFL teachers’ perceptions about implementing active learning
techniques in teaching speaking. European Journal of Education Studies, 10(5).
10.46827/ejes.v10i5.4773
Huang, H., & Chen, Y. C. (2019). Investigative background: An active learning approach to enhancing
speaking fluency. English Language Teaching, 12(5), 29-43.
Kahar, A., Hermansyah, S.,Hasan; & Usman. (2021). Improving speaking skills through an active
learning strategy. Majesty Journal, 3(1), 15-21. https://doi.org/10.33487/majesty.v3i1.1106
Ministerio de Educación del Ecuador. (2016, Marzo 31). Currículo 2016.
https://educacion.gob.ec/curriculo/
Northrup, D. (2013). How English became a Global Language. New York: Routlegde Press.
Putra, R., Solekhah, S., Agustina, D., & Sobirov, B. (2021). Action learning strategy to enhance students'
speaking skills: A classroom action research. Anglophile Journal, 2(1), 37-54.
http://dx.doi.org/10.51278/anglophile.v2i1.269
Richards, J., & Rodgers, T. (2022). Approaches and methods in language teaching. Cambridge:
Cambridge University Press.
Tambunan, Y., Syafar, A., & Wahyuddin. (2019). Influence of active learning strategy to improve
speaking skills. E-Journal of ELTS (English Language Teaching Society), 7(3).
UNESCO. (2023). Assessment for improved learning outcomes. https://www.unesco.org/en/learning-
assessments