Ciencias Humanas y de la Educación

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Author: search.filters.author.Muñoz Illingworth Gitsby Anagel

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    Public Speaking Strategies and Oral Production
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Muñoz Illingworth Gitsby Anagel; Suárez Mosquera Wilma Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    This study investigated the impact of public speaking strategies on improving oral production among 28 third-year BGU (Unified General Baccalaureate) students at Unidad Educativa Nuevo Mundo in Ambato, Ecuador. Using a quantitative pre-test/post-test approach aligned with Cambridge B2 First standards, it assessed progress in four main language skills: Grammar and Vocabulary, Discourse Management, Pronunciation, and Interactive Communication. Initial assessments showed notable difficulties, with an average pre-test score of 4,475. The very low score of 0 0.05 in Interactive Communication pointed to issues with spontaneous dialogue, conversational flow, appropriate responses, and nonverbal cues. These results emphasized the need for targeted interventions to enhance real-time oral production. The intervention comprised research-backed public speaking strategies, including impromptu speaking tasks, structured activities like guided speech outlines and timed presentations and training in nonverbal communication with body language and voice modulation exercises. Also, integrated storytelling with narrative arcs to increase engagement, along with the 5 P's framework (Prepare, Polish, Perform, Peer Review, Perfect) for structured speech development. Post-intervention assessments showed significant gains, with the average oral score rising to 7.01. 01 and Interactive Communication improving from 0.05 to 3.28. Qualitative observations also indicated increased student confidence, better fluency, and enhanced ability to communicate in real-world speaking scenarios. These findings demonstrate the effectiveness of combining structured public speaking strategies with collaborative learning in EFL settings.