Educational methods for improving english expression in 10th grade students

Abstract

This research analyzed the influence of various educational methods on improving the oral expression in English of tenth-grade students at the San José La Salle Educational Unit in Quito, considering the need to move beyond traditional practices based on repetition and memorization that limit communicative production. Using a quantitative, descriptive, and field-based approach, a 15-item Likert-type questionnaire was administered to a sample of approximately 100 students. This instrument was validated by experts and demonstrated high reliability (α= 0.89). The results showed that active methods focused on communication, cooperative work, and the use of technological resources are perceived as effective in strengthening fluency, pronunciation, and confidence. A positive assessment was observed of practical, project-based activities and the teacher’s use of English to begin the class, which aligns with international studies demonstrating the effectiveness of approaches such as CLT, TBLT, PBL, and role-playing. However, weaknesses were also identified, such as the low frequency of play-based activities and dramatizations, as well as persistent difficulties in oral presentations and written production, highlighting a gap between current practices and recommended methodological models. Based on these findings, an active methodological approach was proposed, integrating cooperative activities, play-based dynamics, brief oral routines, and communication-oriented formative assessment, with the aim of promoting more meaningful and participatory learning aligned with international standards of communicative competence in English.