Comprehensible Input and Speaking Skills

Abstract

This study examined the impact of comprehensible input on the development of speaking skills in English as a foreign language learner. The study included 91 participants from Universidad Técnica de Ambato of first and second semester, “PINE” program, using a 23-item Likert scale supported by a Cronbach's alpha of 0.870 and validated by five experts in the field. The investigation focused on analyzing comprehensible input techniques, identifying effective speaking strategies and examining speaking sub-skills developed in the classroom. The results showed that techniques such as “Sheltered instruction” and “Scaffolding” were key to supporting language learning by providing structured instruction and level-appropriate materials. Interactive tools with “spaced repetition” usage such as Duolingo and Google Translate also received high ratings, reflecting the growing role of technology in personalized learning. In terms of speaking strategies, “Feedback on speaking” and “Presentations”, providing structured opportunities for practice and improvement, was found to be most effective. The subskills most developed were “Making use of grammar, vocabulary, and functions”, followed by “Oral fluency” and “Making use of register to speak appropriately”. However, collaborative and creative tasks, such as producing different types of texts and using interactive strategies, require further attention. These results highlighted the importance of integrating comprehensible input with interactive technology-supported activities to promote comprehensive language development.