Analysis of the relationship between speaking skills issues in eighth grade and teaching strategies

In the educational field, a common problem is the lack of practical English opportunities provided by teachers. This investigation explores the relationship between students' oral expression problems in English and effective teaching strategies applied by teachers, understanding these strategies as crucial for promoting verbal interaction in language practice. Several studies have revealed significant oral English competency deficiencies among students starting secondary education. To address this, a comprehensive literature review was conducted to support the critical basis of this study. Using a mixed-method approach, the investigation aims to identify and address the main problems in developing the oral skills of eighth-grade students at the 'Unidad Educativa Particular La Colina', combining quantitative and qualitative approaches through interviews, observation sheets, and surveys applied to English teachers and students. Notable deficiencies in conversation skills include pronunciation obstacles, fluency issues, vocabulary limitations, and general communication effectiveness. Furthermore, the study examines the relationship between teaching methods and student oral competence, emphasizing the need for personalized interventions and instructional strategies to improve oral competence. The findings highlight a direct connection between students' oral production and the lack of activities that stimulate motivation and confidence necessary for building initiative in practical academic activities and student interaction through English. Emotional barriers are identified in students, making it essential to offer support to increase their self-confidence and enthusiasm through the innovative proposal based on the 'Task Based Learning' method, which is at the forefront of recent research updates and suitable for addressing the diverse learning needs of young students. In synthesis, this investigation points up the critical role of interactive and engaging activities in improving students' conversation skills, emphasizing the importance of personalized teacher feedback to increase motivation, participation, and confidence. The promotion of innovative methods like 'Task-Based Learning' emerges as a promising path to elevate language acquisition and proficiency levels, addressing the evolving needs of learners.

• Main Author: Ortega Obando, Sara Franccesca (author)
• Format: bachelorThesis
• Published: 2024
• Subjects: metodología, aprendizaje basado en tareas, adquisición de la lengua, competencias lingüísticas, motivación, actividades de expresión oral, estrategias efectivas, lengua extranjera
• Online Access: https://repositorio.puce.edu.ec/handle/123456789/44615