Emotional resilience as a key factor to enhance speaking skills in pre-service teachers

This study examines the role of emotional resilience, in improving the speaking skills of pre-service teachers at Universidad Técnica Estatal de Quevedo. The research employs a mixed-methods approach, incorporating quantitative and qualitative analysis to assess the impact of a “Guided Reflection and Simulation Cycle” intervention. Using the Connor-Davidson Resilience Scale (CD-RISC), a self-confidence questionnaire, and an oral proficiency rubric, the study assesses changes in participants’ resilience and oral performance. The study was conducted over a four-week period with 40 pre-service teachers enrolled in an English language education program. Results indicate that participants demonstrated significant improvements in self-confidence, fluency, and overall speaking ability. Quantitative analysis showed an average increase of 30% in resilience scores, while qualitative findings from reflective journals revealed improved emotional management strategies. The study confirms that fostering emotional resilience positively influences confidence, fluency, and clarity in speaking. The results contribute to the ongoing debate on effective strategies for teacher training programs, advocating for the integration of emotional resilience development into English language teaching.

• Главный автор: Arce Benavides, Luciano Alexander (author)
• Формат: bachelorThesis
• Язык: eng
• Опубликовано: 2025
• Предметы: Emotional resilience; Oral skills; Self-confidence; Pre-service teachers
• Online-ссылка: https://repositorio.uteq.edu.ec/handle/43000/8885